نشریه فلسفه تربیت
سال پنجم شماره 2 (پیاپی 9، پاییز و زمستان 1399)

Various aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of education, public and higher education, to be continued in cyberspace, as they used professional and useful soft wares. In the corona age, limited views, divided approaches, and reducing the whole of human life to separate aspects lead to a deficiency in curricula. To rely exclusively on empirical science or to rely merely on lived experiences have caused difficulties for curricula in this time. In this paper, we examined curricula in the Iranian education system during the corona-life. Some factors such as low infrastructures, poor conditions, lack of professional skills, and necessary competencies are noticed. It is argued that the reductionist approach of the current curricula leads to alienation from the deep meaning of curricula in public and higher education. We used the metaphor of a Swamp Curriculum to describe the current situation of curriculum. As this metaphor indicates, Swamp Curriculum causes people, education systems, and processes focus on specific dimensions and finally, it leads to pulling them down. Neuro-phenomenology, as a comprehensive approach, provides us with an integral consideration of the dimensions of human life. Inspired by neuro-phenomenology, an ecumenical and holographic approach to the curriculum can be achieved that can be called autopoietic curriculum. It is a self-organized and non-reductionist curriculum. The central properties of the autopoietic curriculum are comprehensiveness, uncertainty, rationality, synergistic and hybrid agency. The autopoietic curriculum also requires intertwining, complexity, emergency and inclusiveness. As a result, we explain that the implications of the neuro-phenomenological approach, including uncertainty and pluri-disciplinarity, provide us with a holographic approach to consider the emergent universe scenario in the curriculum development in the age of COVID-19.

The issue of Iranian identity has always been one of the most challenging issues. Determining the common elements of Iranian identity is a matter of controversy, and the differences among different viewpoints will have consequences in practice. The present study has considered the issue of Iranian identity from an educational point of view. For this purpose, from among the various and multiple dimensions of Iranian identity, two important ones, namely language and religion, have been considered as pivotal. Explaining the views of Charles Taylor has provided us with a basis for analyzing the identity of Iranians and has led to indications in the field of education. Conceptual analysis and practical inference are used as research methods. Among the implications of this research are "diversifying education based on Iranian cultural and identity diversity", "convergent education based on the idea of recognition", and "deepening of social relations based on dialogue-oriented education”. Finally, based on the implications, some of the Iranian official documents in the field of formal education have been reviewed and evaluated.

Children with chronic illnesses have special educational needs, certain aspects of which are overlooked under the existing objective naturalistic and normative philosophical approaches. This study aims to propose the phenomenology of illness as an alternative approach to improve the education of children with chronic illness. The present study is based on two methodological approaches, phenomenological and inferential. In this way, first, the educational challenges of children with chronic diseases are phenomenologically described according to their views concerning themselves, their existence, and others. Then by extracting the phenomenological themes of intentionality, temporality, and embodiment, the phenomenology of the diseases is inferred as a way to better understand the special education of these children. By recognizing the affected child as the embodied subject, the phenomenology of illness reconstructs the meaning of the illness and introduces a perspective under which the chronic illness becomes a suitable platform for individuals' development and prosperity.

Children's literature has consistently been one of the best means for child education. However, despite its effectiveness, this means has always confronted conceptual challenges regarding its nature; challenges that undermine it compared to other educational means. This article intended to look at "children's literature" from an educational perspective and while formulating present conceptual challenges, prepares some solutions for them in order to maintain children’s literature as an educational means. Applying the conceptualization method, we formulated these conceptual challenges and then, based on the Islamic action approach and applying implicit deductive method, we proposed some solutions for them. The main conceptual challenges formulated in terms of dualism concerning instructional-literary, global-local, expression of reality-censorship, and fantasy-reality. At the second step, we identified our position about these challenges: literary structure-educational content, and literary creation-educational reading as the solutions of the first challenge; recognition of a multi-layered human identity, and intellectual dynamics of identity-layers as the solution of the second challenge; gradual encountering with reality as the solution of the third challenge; and a bound between fantasy and reality as the solution of the fourth challenge. These solutions can redefine the position of children's literature in the field of education and open new horizons in front of educators.

This article aims to study the role and value of children’s voices in the reformation of educational programs. This study is conducted through a critical philosophical inquiry method. The ultimate purpose of this method is the improvement of educational practice. Three questions are raised in this paper: 1.Why children’s voices have historically often been neglected in relation to their life matters? 2. Why children’s voices must be heard and been considered as criteria in their life matters? 3. How can children’s voices be demarginalized and exercised in children’s educational matters for the betterment educational programs? The findings show that the total rejection of childhood and its values, a deficit conception of childhood, and inadequacy and deficiency of adults’ conception of childhood are among the most significant reasons of historical ignorance of children’s voices. Prerequisites of appealing to children’s voices include: A critical theoretical revision of adult-centered approaches of childhood, rejection of the universal notion of childhood, adopting the plurality and difference of childhood and children’s voices around the world based on various cultural climates and contexts, and adhering to the equality of children’s rights and adults. Dialogue and inquiry with children are suggested as two strategies for listening to and representing children’s voices in the reformation and improvement of educational programs and procedures. These two strategies can provide us with an access to fresh and firsthand knowledge about children and issues related to their lives.

This article analyzes the critiques about discipline presented by the theorists of the de-schooling movement about school functions and, based on them, deals with reconstruction of school discipline and its realization. The method used for analyzing the critiques is analytical-descriptive and which is used for reconstructing is the synthetic method. The findings of study on limits of freedom and authority in schools from the perspective of critics include: freedom to realize oneself and denying authoritarianism; freedom to act in situation; accepting the authority of life structures; freedom to gain experience and knowledge; and accepting adult patronizing authority. Findings of the reconstruction phase include: attention and emphasis on student-teacher mutual responsibility; redefining the role of the teacher so as to allow two-way and free interaction with the student; providing contents and adopting methods for presenting them based on knowledge-based principles; and considering students as active and selective actors. Regarding these components and in order to achieve them, the school in this new definition should be able to select students and teachers at macro and micro levels; in other words, it should be an independent or autonomous school. Selection at the micro level, such as student and teacher selection, is not possible without selection at the macro level of the school, such as content and curriculum.