Foucault's critique on cartesian doubt and its educational implications for foundations and principles of pedagogy

Doubt is an opportunity for change, criticism, and fluidity on the one hand, and on the other hand, it is a threat, confrontation, and islandism of the educational system because skeptics' opinions have always caused additional damage and problems for educational systems on both dogmatic and pervasive sides. These factors have led to negligence and avoidance of doubt. Whereas doubt is a valuable opportunity for the educational system, and this lies in the need to rebuild and moderate dogmatic and pervasive schools.

For this purpose, this study has been aimed at modifying the skepticism and inferring the principles of teaching-learning from the new foundations of its conceptualization in the educational system. To achieve this goal, the characteristics of Descartes' skepticism and Foucault's postmodernism, the external critique of Descartes' skepticism through Foucault's skepticism, the inference of the principles, and the inference of the neo-conceptual principles of Descartes' skepticism are described.

Findings indicate that the characteristics of Descartes' skepticism in knowledge and consequently in the principles of teaching-learning are linear, subjectivism, discontinuous debugging, with a priori and a posteriori criteria are definite and coherent to achieve the ultimate and general goals. But given the importance of Descartes' skepticism in modifying traditional skeptical arguments, regularity, general and definite rules, this skepticism is criticized by Foucault's postmodern skepticism; and from the above principles, the entanglement of thought and action, purposeful periodic structuralism, mixing and new horizontalism, constructive communicationism, research skepticism, and qualitative debugging were deduced.

The above action, on the other hand, has moderated dogmatic doubts about the basics and principles of teaching-learning and on the other hand, it has eliminated the vacuity, expanded and strengthened the Cartesian doubt for the educational system.To this end, this research has been aimed at modifying the extremes of doubt in order to deduce the principles of teaching-learning from its new conceptualization principles in the educational system. Describing Descartes' and Postmodern Fears' Doubts, Descartes' Discourse External Criticism, Inferring Basics, and Inferring Principles of Descartes' Nonsense Descartes, its findings suggest that Descartes' Peculiarities in Knowledge and the Subsequent It is in the principles of teaching-learning linearly, subjectivism, discontinuous error making, with a priori and after-measure criteria, decisively and coherently to achieve ultimate and general goals, but given the importance of Descartes' suspicion in modifying traditional sectarian arguments, Rule of law, coherence, general and definitive rules, this doubt is criticized by Postmodern Foucault. The critique of the facts was based on the characteristics of the suspicion of pho-consciousness, the foundations of activity moderation, situationalism, communication networks, and domination to rebuild Descartes' suspicion, and based on these principles, the principles of the theory and practice of interconnectedness, periodic structuralistism, the merging and new horizons Constructive communication, research skepticism, and qualitative error in learning-learning were deduced.The above action, on the one hand, has moderated dogmatic doubt for the basics and principles of teaching-learning, and on the other hand, has eliminated the vacuum, expanded and strengthened the Cartesian doubt for the educational system