پژوهش نامه مبانی تعلیم و تربیت
سال یازدهم شماره 1 (پیاپی 21، بهار و تابستان 1400)

The main purpose of this study is to review and critique two competing educational borrowing policies in contemporary Iran, namely the wholesale reception of the West and the rebelling against it based on the issue of identity. In the first policy, the ideas of Akhundzadeh and Malkum Khan and in the second policy, the ideas of Shariati, Al-Ahmad and the official documents of educational reform after the Islamic Revolution are emphasized. Derrida's deconstruction approach has also been used to critique these policies and to reveal the contradictions of each of them, to go beyond the aporiatic situation resulting from this confrontation. Deconstruction shows that both politics are caught up in the metaphysics of presence and auto-immunity, ignoring the differance, supplementarity, and contamination between the "self" and the "other." It is also suggested at the end of the article, that the acceptance of the aporiatic situation as a transcendent condition of reform, identity non-closure, and supplementarity in Derrida's concept of negotiation be incorporated into the structure of any forthcoming borrowing policy.

One of the strong concepts in the educational area is the concepts of “gifted” and “talented”. These concepts have been the concern of the educational intellectuals and in the 20th century run a mainstream in the psychology. Among these, in some underdevelopment countries like Iran, it has been noteworthy because of the development, and many gifted policies have been developed. Regarding the analytic approach, in this paper, we examine this concept from a philosophical-educational view and then we evaluate its challenges in the action area. In the end, we propose some turns in the gifted policies by apply tacit deduction. There are four theoretical challenges like ambiguity on the concept of superiority, challenge in the concepts of validness and usefulness, the concept of potentiality as an instrument of domination in the educational system, and the potentiality as an illusion stems from modern human narcissism in front of this concept and its components. On the other hand, in the action area some dichotomies like inherent/acquired, potential/actual, and instantaneous/gradual challenge educational judgments about students’ potentiality. In the end, we proposed 5 turns in potentiality policies. Some of these turns are: turn from formal to informal and semi-formal educational systems, turn from single views to multiple views, turn from external evaluations to internal and inclusive evaluations, and turn from static vies to dynamic views about human potentialities.

The main purpose of this research is to introduce, study and analyze the philosophical and educational ideas of Bernard Stigler, the contemporary philosopher of technology. Citing the findings of French anthropologist Leroi Gourhan, Stiegler claims that human evolution took place through tools and technology, and in fact, through the use of tools, the human brain evolved and the human being became what it is today. According to Stiegler, technologies are passed on to the next generations in the form of epiphylogenetic retention and provide the basis for human evolution and progress. According to Stiegler, digital technologies today create a kind of proletariat for weakening life skills. Stiegler also believes that digital technologies are destroying the "attention" of young people and adolescents, and these technologies are even changing the brains of young people and their way of thinking. He has also studied deep and Hyper-attention. The results of this study show that according to Stiegler's philosophy, attention to technology on the anthropological foundations of education can be important. Hyper attenton can occur in the virtual education we are dealing with today. According to Stiegler, the proletarianization can be seen in today's education, especially in any form of commercial education. Given the deterioration of attention in today's world, it is necessary to consider the necessary skills on how to manage and control "attention" in education.

In this study, Thomas Nigel's view of Panpsychism is examined to determine whether this approach is a more appropriate basis for the neuroeducation approach than the physicalist approaches. For this purpose, descriptive-analytical research method has been used. The physical basis of the Neuroeducation approach, instead of solving the problem of the relationship between mind and body and also explaining mental states, By proposing eliminatory and reductionist views and eliminating the form of the problem without considering the phenomenal and first-person characteristics of the mind (by eliminating or reducing the apparent consciousness to events and brain processes) it looks at mental states from an objective and third person perspective. Nigel considers the external / objective conception of the world incomplete and presupposes "Panpsychism" in order to fill the explanatory gap of mind and body, and to explain the origin of consciousness and intellect. Nigel's Panpsychism approach is more appropriate for the general field of education, and especially for the special field of teaching-learning, than for the physicalist approaches, in terms of paying attention to the totality of human existence and the intertwined mentality and objectivity. However, since Nigel's Panpsychism has not adequately explained the problem of composition, it can not be a flawless solution in explaining mental causation and consciousness, and as a result As a result, the relationship between mind and body remains a difficult issue.

The main purpose of this paper is to investigate the learning of mathematical analysis based on the integration of philosophical analysis and neurocognitive findings. For this purpose, learning mathematical analysis, as one of the aspects of mathematical thinking, has been studied using learning numerical symbols in children based on the neurophilosophical method. To that end, three observational propositions have been deduced from cognitive neuroscience findings on symbolic mathematics including symbolic learning of numbers changes children's brains and the processing of symbolic numbers; nonsymbolic numbers are heterogeneous and there is a vague, bidirectional connection between them; the symbolic knowledge of numbers plays an important role in the future development of children in higher-level mathematics. Then, based on these three propositions, an attempt has been made to examine the philosophical questions of the research and the challenges related to them.In this paper, we argue that combining symbolic numbers learning with how created numerical symbols and encouraging children to make consistent connections between numerical symbols and their mental meaning and verbal expression can provide the necessary tools for the enrichment of metacognitive abilities namely error detection. However, it is necessary to consider challenges such as how children become acquainted with the theory of evolution concerning cultural issues, the type of strategies needed to improve the relationship between semantic and symbolic understanding of numbers in children, and the level of emphasis on problem-solving processes (which also require symbol-based analysis) in mathematics’ education in Iran to improve children's thinking abilities.

The purpose of this study is to investigate and judge the relationship between gifted schools and social justice. To achieve this goal, the concept of distributive justice was studied analytically and its appropriate criteria for the distribution of good school education (formal and public) were examined and two necessary and sufficient conditions for the realization of distributive justice in school education were formulated. The first is the condition of equal distribution of opportunities as necessary and the first, and the second is the condition of entitlement as sufficient and final.Based on these two conditions, due to the attention to intelligence as a prerequisite without considering equal access to school education opportunities, gifted schools are unfair and it is suggested that these schools be excluded from the general period (first to ninth grade) i.e. the first secondary level(junior high school). In the senior high school the approach of separation of the gifted student should not be considered as a policy.

The main purpose of this paper is to investigate the critical theory of Horkheimer and p4c program in order to present a program for educating critical thinking in social studies curriculum. The main question has objected important capacities of two approaches for educating critical thinking in social studies curriculum. To meet so, foundations as well as goals in the first place, and themes in the second place has been presented. The former has been taken into action by synthetic methodology and the latter by deductive methodology. Deduction of foundations rest on four aspects called ontology, anthropology, epistemology and axiology and the hard core is p4c program.In this paper was argued that the goals underlying the two approaches contribute to posing the goals which include educating activist citizen, educating personal and social responsibility morale, the ability for establishing true social relationships, growing the ability of conscious and logical criticism of social acts, growing the ability of judging the aim and functions of social institutes, education thinking comprehension in social problems. And finally Essential themes are: to recognize basic social concepts, knowing the reason why these concept should be explicit, getting to know with effective social institutes, to recognize effective social factors, to recognize natural and unnatural factors on destiny of society, getting to know with criterion and its function an judging, distinguishing between personal and social aims.