Analysis and critique of Dewey's theory of practice and elements of moral education from the perspective of Allamah Tabatabai

Judging whether moral decisions are rational or not is one of the important concerns of moral philosophy and is one of the most important issues of educational philosophers. John Dewey has been the theorist as one of the most influential twentieth-century educational philosophers in this field. By designing the theory of "dramatic rehearsal," he explains how human reflects on ethical situations, and subsequently outlines his point of view on moral education and the expression of its most important components. In this research, by analytical-critical method, we review and critique Dewey's view from the perspective of Allameh Tabatabai. The results show that Dewey has focused on the natural needs of the practice of acting in the practice of ethics, and has commented on good cause in making decisions about moral action. While Allameh Tabatabai, with the design of the theory of practical credit, has taken into account both natural needs and innate needs in the practice of ethical action, he has also considered the good cause and the current goodness in deciding whether to do moral action. And (in the educational sector), there are three critique of Dewey's view from the perspective of Allameh: 1- Dewey's material and terrestrial view of ethical education 2- ignoring the element of innate as one of the necessary conditions for moral education; and 3. not paying attention to the element of faith as one of the important components of moral education.