A critique of modern methods of teaching philosophical education and policy making in Iran's education system

The purpose of this article is to examine modern patterns in the philosophical education of teachers and suggest practical strategies for implementing these theories in the teacher education system of Iran. The method of research is theoretical and analytical and in the way of review and library. The findings show that developing the skills of reasoning for deep and logical thinking, learning to integrate the philosophy of theory and practice, the need to develop the teacher's potential abilities, supporting teachers to accept the philosophy of mind, promoting the philosophy of mind in schools, enhancing curiosity in philosophical thinking, practicing The ideological creative thinking, the need to expand abstract thinking, the need to participate in philosophical reasoning, the attempt to answer philosophical questions, the knowledge and skills needed to interact with students in philosophical discussion are the most important reasons that make learning philosophy of mind important in educating teachers. Therefore, educating teachers who are familiar with the philosophy of mind and the need to teach the philosophy of mind in Iranian teacher training centers is important. Therefore, it is suggested to use patterns such as inductive thinking, regression model, adventure model, exploratory model in the method of biological science, model of prosecution of judiciary, role play pattern, pattern of receiving concepts and group exploration model in teacher education system of Iran.