Philosophical education is one of the important fields of education in the contemporary world; however, the capacity of Islamic philosophy and the views of Muslim philosophers have been underused in this field of education, and generally, under the influence of Western philosophies, the principles and methods are prescribed for the philosophical education of the young generation. Allameh Tabatabai’s perception of philosophy among Muslim philosophers has novel nuances and characteristics that, in general, has a good capacity to explain the principles of philosophical education. What are the characteristics of philosophy from Allameh’s point of view? And what is the most important principles of philosophical education based on it? These are the two main questions of this research. The concept analysis method has been used to explain Allameh’s understanding of philosophy, and the inferential method has been used to obtain the principles of philosophical education based on it. Ten principles of philosophical education resulting from this research include: moving towards Intellectual understanding with others, truth-seeking and measurement of truth and idea, holism, etiology, theology, monotheistic coherence, rejection of uncertain methods in philosophy, ontological presence of philosophy in sciences, and philosophizing in beliefs and self-purification.

Main purpose in this research is the explanation of different views of Muslim philosophers on the P. F. C to establish an imperative religion education. Reaching to this purpose we use the content analysis and logical deduction among the research methods. On the basis of the research findings، we can find two different approaches in the religious-intellectual education: popular and specialized. The former can be found in some works of Ibn Tufail، Suhrawardi، Ikhwan al-Safa، Abu Rayhan al- Biruni، Jalal ad-Din Muhammad Rumi، and Mortaza Mutahhari. In this group one can see few books or chapters on the religious education in which the topic is presented with a straightforward، figurative and even fictional language. We can name this Muslim philosopher`s approach the popular rational education that is in agreement with P. F. C. The latter can be found in the works of the thinkers such as Ghazali، Nasir al-din al- Tusi and Ibn Khaldun. In their presenting educational discussion، the language of this group is normally more abstract and intellectual than the first group، hence only those who have high knowledge of philosophy can be benefited from their works. Because this group doesn’t prescribe philosophical education for children they don’t prescribe popular philosophical education too. So with accepting the first approach in the Islamic thought and supporting it with reference to Muslim philosophers` heritage in the Islamic thought history، we can consider P. F. C. in Muslim society from the more strong position and prepare philosophizing for every one (even children) by teaching philosophizing process، presenting philosophical topics in the form of stories and simplification of philosophical contents.

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.

The purpose of present study was to identify and develop a philosophy curriculum model to children. The present study was a mixed exploratory study. The statistical population of the study in the qualitative part was all of academic and education experts that among them 21 people were selected as the sample size using purposive sampling method. In the quantitative part, the statistical population included all elementary school teachers in Tehran city that among them 420 people were selected as a sample using random cluster sampling method. In order to collect data in the qualitative part of the research semi-structured interview and in the quantitative part, a researcher-made questionnaire was used. The method of data analysis in the qualitative part was theoretical coding and in quantitatively section Pearson correlation and factor analysis were analyzed using SPSS-v21, Smart Pls-v3 and Lisrel-v8 software. The results showed that teaching philosophy to students includes three general dimensions of constituent factors (philosophical mentality, philosophical dialogue and teaching philosophical education), influencing factors (curriculum, teacher and management) and influenced factors (critical thinking, Wisdom and self-efficacy). The results of confirmatory factor analysis showed that the proposed model has a good fit.

Dialogue، because of its ontological aspects has been considered important and many philosophers have believed it to be the best method of philosophical education. The present study attempts to elucidate the major characteristics of dialogue as the most important method of teaching thinking to children in the Philosophy for Children (P4C) Program. As the most effective method in philosophical inquiry، dialogue plays a crucial role in educating children and is the center of attention for understanding the essence of P4C. Thus defining the features of dialogue in philosophical inquiry could facilitate teaching thinking to children. This paper try to explicit the main features of dialogue، based on plato and Gadamerُs approaches.

In Plato’s view the education has a particular status. For him، it is by means of education that our souls can be loaded with virtues and be purified of vices; and then the education makes our souls beautiful and worthy of divine setting. Plato، therefore، deals with everything، including arts and skills، that contributes to educate human beings. On account of the profound influence of music on addressee، he regards music as an efficient means to put into order، refine، and elevate soul. In this educative process، a man is exalted by the strongest spiritual powers، i. e. rhythm and tone، and he comes to the conclusion that it is possible that the man is attained to supreme good in the light of true education. In Plato’s eyes، of course، such education is the prelude to philosophical education and its complement. The aim of the present article is to show that the reason why Plato places a premium on music is that it plays the key role in educating humans، rather than by virtue of its artistic and aesthetic features. Considering this aim، the article proceeds to investigate Plato’s positions on education in Republic and Law.

Despite the fact that philosophical education has a long and bright history in Iran and also enjoys matchless resources in terms of content, it has failed to address modern issues and needs to be updated. This article seeks to study and evaluate the challenges facing the education of philosophy in Iran. six major challenges have been selected and studied in this research. Some of these challenges arise from the confrontation between the culture and ideas of the Islamic civilization and the modern culture and civilization and its novel issues. New perceptions of philosophy are one of the challenges facing the issue of philosophy education in Iran as well as Islamic nations. Furthermore, another part of the challenges stems from intra-cultural dialogues and differences over the status of philosophy in Islamic thoughts. This difference is highlighted when we want to make all teenagers and young people learn philosophy based on a modern education system that occurs in formal and public education. Some Islamic schools of thought are diametrically opposed to philosophy and others embrace it; they consider philosophy as a systematic study of general and fundamental questions which is not for a public engagement. This article seeks to present suggestions to overcome the challenges facing philosophy for all.

Emergence and development of any branch of knowledge depends on creativity and innovation. Philosophy as the outcome of intellectual considerations towards essential and ultimate questions on any issue is one of the fields requiring study of development and innovation. By innovation here is meant taking a new theoretical step towards developing, spreading, and deepening a discipline or emergence of a branch of knowledge. Philosophy like other fields of human thought has developed through innovations. However, a glance at the history of philosophy indicates that this field has suffered from a type of stagnation in certain stages of its history. Consideration on the questions raised in this field can pave the way for a solution. Some of the questions are as follows: Is innovation something possible in philosophy? How can we make innovations in philosophy and what are its mechanisms? What are the causes of and obstacles before innovation? What method of education and research in philosophy may lead to innovation? What disciplines or branches of knowledge can contribute to innovation in philosophy? Is any kind of innovation desirable? Does believing in innovation have mutual concomitance with skepticism and relativity in knowledge? Is contemporary Islamic philosophy moving towards innovation? The present article offers considerations on this sort of questions. It investigates into the necessity of innovation, its domain, its preparatory grounds and obstacles, and the elements taking account of which in philosophical education and research can lead to innovation.

The designers of philosophy for children and many other thinkers in this field are of the opinion that philosophy for children is a program to increase critical and creative thinking skills in understanding philosophical issues among children. This program aims to teach children how to ask and philosophize. Using the descriptive and analytical method, this research analyzes and criticizes philosophy for children and examines why and how it is used in Iran's educational system. To reach the answer of each of the research questions, a method should be used according to the requirements of each question and answer. The method used in this research to answer the first question (investigating the basics of philosophy education for children) and the second question (investigating the criticisms of philosophy education for children) is a descriptive method. In fact, we have described philosophy education for children first. Then, in response to the third question, why and how to use philosophy education for children in Iran's educational system, we have used the analytical method. In this way, we have analyzed the implications of philosophy education for children in Iran's educational system. The sources that are used in this research are the works of Lippman, which are considered as primary sources, and the works and researches of others, more than 20 articles in this field, which are considered as secondary sources.

The vital role of philosophy in all fields of study is quite clear. The philosophical schools in the course of history have emerged to uncover the vague dimensions of human knowledge. In education, different philosophical schools including idealism, realism, and so on have presented their insights in relation to education in general and any aspects pertinent to it. Theoretical foundation of English language teaching has undoubtedly been under the influence of philosophical thoughts stemmed in these schools. Regarding the importance of philosophy of education and its pivotal role in curriculum development, methodology, roles of teacher and learner and other relevant aspects in education process, the current study using a library research method deals with the connection between philosophical schools of education and English language teaching. The findings of this investigation shows the influence of philosophical foundations of each of the aforementioned schools in different methods and approaches of language teaching within past century and presently can be observed and discussed.