فهرست مطالب said zarghami

In this article، on the basis of Habermas’ universal pragmatics، we have tried to indicate that empirical pragmatics in linguistics، suffers from ‘normativity deficit’ in the field of foreign language education. What we mean by ‘normativity deficit’، is the lack of normative resources required for judging the validity claims inherent in social interactions. Since agreement on the validity claims is fundamental for reaching mutual understanding and establishing linguistic communications، empirical-pragmatic approach، due to its ‘normativity deficit’ would not be able to give proper moral-educational thread to the field of foreign language education.

The objective of the present paper is to comparatively study the existence philosophers’ ideas about the nature of ethics and man’s ethical life as well as to infer ethical fundamentals and related principles of teacher-student relationships. The research methodology applied in the present paper is comparative analysis (a qualitative research approach) and practical syllogism (a philosophical research method). According to the findings of this research, the existence thinkers lay emphasis on common points with regard to man’s existence and his ethical life. On this basis, three fundamentals and six principles are proposed for ethical relationships between teacher and student: the fundamental of validity of individuality and unique characteristics of human being and the principles of respect to individuality and choosing student-teacher relations instead of teacher-student relations; the fundamental of validity of originality and the principles of choosing me-you relations instead of me-that relations with student by the teacher, establishment of existence relations with student by the teacher and preparing the grounds by the teacher for experiencing border situations by the students; and finally, the fundamental of validity of emotional and exiting aspects of life on the side of rational aspect and the principle of providing information about humane being and preparing the grounds for all-out participation of student in the real life. Lastly, referring the shortcomings of the ideas of these philosophers, it is concluded that on the side of following ethical fundamentals and principles in relations between teacher and student in the higher education system of our country, due attention should be paid to the shortcomings as well.

Information Technology, as the latest technological product with regard to vast presence in various domains of human life – such as education – and like other aspects and events of education needs to be reflected upon through philosophy or rationality. In this essay various philosophical views on information technology and education will be reviewed with regard to their similarities and differences in theoretical foundations. These views have been divided to three and have been reviewed. Then, their weaknesses and advantages & strengths have been summed up together. After that, their implications for educational policies have been presented.Modernism as the first attitude, looks at Information Technology as an instrument for human thought and because of its eager and ideal view toward technology has been called "Romantic” in this article. Critical attitude with this regard is in contrary with modernism and holds that value neutrality in this view brings up a lot of problems. Critical view names modernism as tragic because of its destructive and negative results. The third attitude, post modernism, rolls up traditional lands and goes beyond steady structures and divisions like subject and object, sexuality, social layer and race and for attaining this aim uses methods like interpretation. So this attitude has been renamed "Transformational”.