جستجوی مقالات مرتبط با کلیدواژه "تربیت زیبایی شناختی" در نشریات گروه "فلسفه و کلام"

In this study, it will be tried to describe Parfit’s interpretation of Kantian impartiality by referring to Parfit’s work as well as to criticize the mistakes of Parfit’s vision. Then, the author's solution as the alternative view in this debate will be predented. To sum up, author believes that the Parfit’s vision hasnt fully success in structure, content and consequent. It means that he couldn’t match his work (in interpretation of Kant) with the other part of Kantian thought, he couldn’t present an acceptable content about impartiality in Kant’s philosophy and he couldn’t produce moral- useful results from his analyses. To reform Parfit’s mistakes, the author will refer to Kantian third critique, which is known as the power of judgment. According to this part of his philosophy, we cultivate our self and we learn an impartial view that is educated to live by beauty and ethics. This term can constitute a moral agency and can prepare a common criterion of moral knowledge.

The epistemological approach of a thinker influences his attitudes to education، and determines teacher activity in the learning process. This article through a qualitative approach and based on a ‘descriptive- inferential’ method، examines the necessity of aesthetic experience in education based on Allama Jafari’s epistemological principles. So we at first، according to his works، consider Allama’s epistemological elements as theoretical principles، then focusing on his cognitive pluralism، explain the necessity of aesthetic experience in education، and analyze the importance of its use in the education system. The results show that regarding epistemic pluralism can get rid us of narrow perspectives in education and can lead us to a special kind of literacy i. e. aesthetical literacy