•  2
    An examination of Roy Bhaskar’s critical realism as a basis for educational practice
    with Mehri Mirzaei Rafe, Afzal Sadat Hosseini, and Narges Sajadieh
    Journal of Critical Realism 1-16. forthcoming.
    This article is an up-dated version of Gordon Brown's ontological approach to education. It tests the hypothesis that Roy Bhaskar's critical realism can successfully underpin education by applying...
  •  1
    Human Agency and Social Mission of the Humboldtian Model of University in the Age of Enlightenment and Romantic era
    with Ahmad Banyasady, Meysam Sefidkhos, and Mahdi Sajjadi
    Philosophical Investigations 14 (30): 38-55. 2020.
    After highlighting the importance of social mission in Humboldtian university idea, this article will inquire about the relation between this mission and human agency. To do this we employ a more deduction philosophical analysis method. Clarifying the meaning of the social mission of the university, which we use here, will be the first step. According to this criterion, in the second step, we will read out the social mission of this idea. The base for this part is more the Fichte and Humboldt's …Read more
  • Explanation of Logico-ethical Elements in the Social Philosophy of Ibn Sina
    with Razieh Birooni Kashani and Fatemeh Zibakalam
    Avicennian Philosophy Journal 17 (49): 23-41. 2013.
    Examining the logical elements in the social ethics is among the subjects that Ibn Sina has done through the explanation of ethical statements and analysis of its content. He presents society as the origin of the morality and he introduces society as a background which morality derives from it and then in the same background moral virtues are groonded. In the meantime he introduces logic as an instrument for the study and grounding these affairs. The main issue in this study is to determine the …Read more
  •  5
    Ethical Dimensions of Muslim Education
    Educational Theory 68 (3): 360-364. 2018.
  • Explanation of Interdisciplinary Approach Based on Epistemology of Al-Hikmat Al-Muta'li
    with Mohsen Imani, Alireza Sadeghzadeh, and Kianush Mohammadi Ruzbehani
    Journal of Philosophical Investigations at University of Tabriz 5 (9): 43-67. 2011.
    Interdisciplinarity approach is one of the newest to the knowledge. One of the contemporary necessities of interdisciplinarity approach to the knowledge is its philosophical explanation. This paper is an attempt to explain interdisciplinarity approach based on Mull-Sadra’s epistemological point of view. Sadra’s epistemology in its depth is unity-oriented, and hence has a capability for preparing an appropriate foundation for interdisciplinarity mode of knowledge. Here, it, primarily, is provided…Read more
  •  29
    Iran’s implicit philosophy of education
    Educational Philosophy and Theory 50 (8): 776-785. 2018.
    This paper aims to extract Iran’s philosophy of education from two sources of the constitution and the course of practice in educational institutions. Regarding the first source, it is argued that parallel to the two main threads of the constitution, Iran’s main elements of philosophy of education are expected to be derived from; Islam and democracy. The challenge in front of this feature of Iran’s implicit philosophy of education refers to the seemingly contradictory relation between the two co…Read more
  •  4
    Richard Rorty's Conception of Philosophy of Education Revisited
    Educational Theory 64 (1): 75-98. 2014.
    In this essay Khosrow Bagheri Noaparast argues that, by focusing on acculturation and edification, Richard Rorty has provided a promising view for education because without acculturation, education turns into a destructive endeavor, and without edification, education risks the danger of being repetitive and reproductive. However, Rorty's view is problematic in terms of the characteristics he holds for acculturation and edification, as well as the incommensurable relation he maintains exists betw…Read more
  •  3
    The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to this argument, Hirst holds that philosophy of edu…Read more
  •  1087
    The Sophisticated Inductive Approach and Science Education
    with Zahra Niknam and Mohammad Zoheir Bagheri Noaparast
    Procedia - Social and Behavioral Sciences 30 1365-1369. 2011.
    Introduction: The aim of the present study was to explore the relationship between sophisticated view of induction and science education. Method: This study is a critical review on the relation between philosophical approaches to science and science education. Thus, an analytic method is used in investigating the theories of science and their relationship to science education. Results: Analysing the arguments against induction, we argue that the sophisticated view of induction is not only resist…Read more
  •  192
    Constructive Realism and Science Education
    Journal of Curriculum Studies 7 (28): 81-92. 2013.
    Constructive realism (CR) is an attempt to overcome the difficulties associated with naïve realism and radical constructivism. There are different versions for CR. In this paper, I defend a particular version of CR. Complexity of reality, on the one hand, and the impact of human mind, language, and culture, on the other, leads to the inevitable contribution of constructs in knowledge development. According to the CR, even if mental, linguistic and cultural side of constructs could not be avoided…Read more
  •  140
    A Hermeneutical Model for Research on the Evaluation of Academic Achievement
    New Thoughts on Education 1 (2&3): 5-12. 2005.
    The hermeneutic view, as a constructive approach in social sciences, is revived in last decades; Principles of this view are applied to educational studies as well. In this essay, the application of these principles to the area of research on evaluation of academic achievement is discussed, In this discussion the main point of the hermeneutic view, namely the Hermeneutic circle, is highlighted within the framework of Heidegger's and Gadamer’s views, Accordingly, four steps are suggested for doin…Read more
  •  292
    Toward a More Realistic Constructivism
    In G. J. Neimeyer & R. A. Neimeyer (eds.), Advances in personal construct theory, Jai Press. pp. 37-59. 1995.
    ""Kelly’s constructive epistemology needs to transcend its background of instrumentalism arising from Dewey’s influence. What enables us to well avoid instrumentalism is a notion of truth that incorporates both coherence and correspondence. If we were to abandon coherence, we would have to embrace the naïve conception of realism, while by abandoning correspondence we would have to embrace instrumentalism because we would have to consider the workability of a theory or a construction system and i…Read more
  •  141
    PLURALISM AND THE PLACE OF RELIGION IN A DEMOCRATIC SOCIETY: EMPHASIZING RORTY'S VIEW
    THE INTERNATIONAL JOURNAL OF HUMANITIES (THE JOURNAL OF HUMANITIES) 12 (3): 29-40. 2005.
    Asking about the place of religion in a democratic society refers straightforwardly to the kind of pluralism we adopt. Given that intra-societal tensions mark out a democratic pluralistic society, then it seems that there is no doubt that there should be a place for religion and religious people in it. What is crucial for a democratic society is taking a suitable view on pluralism. There could be, at least, two versions of pluralism: Incommensurable or radical and commensurable or moderate. It i…Read more
  •  8
    Al-Attas Revisited on the Islamic Understanding of Education
    Journal of Shi‘a Islamic Studies 5 149-172. 2012.
  •  414
    Mind and Mental Health Based on a Realistic Constructivism
    with Zohreh Khosravi
    Constructivism in the Human Sciences 11 (1/2): 20-31. 2006.
    This essay concerns a philosophical examination of the nature of mind and the relevant implications for mental health. Traditionally, realism and constructivism are regarded as two contrastive positions in explaining the nature of mind. While realists take discovery of reality as the main function of mind, constructivists regard it as creation of reality. Hence, epistemologically, realists emphasize on correspondence to reality as the criterion of validity or truth of the mind's contents, wherea…Read more
  •  473
    Action-Oriented Research in Education: A Comparative Study on A Western and An Islamic View
    with Mohammad Zoheir Bagheri Noaparast
    AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 29 (2): 43-63. 2012.
    Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonali…Read more
  •  116
    The Sophisticated Inductive Approach and Science Education
    with Zahra Niknam and Mohammad Zoheir Bagheri Noaparast
    Procedia - Social and Behavioral Sciences. 2011.
    Introduction: The aim of the present study was to explore the relationship between sophisticated view of induction and science education. Method: This study is a critical review on the relation between philosophical approaches to science and science education. Thus, an analytic method is used in investigating the theories of science and their relationship to science education. Results: Analyzing the arguments against induction, we argue that the sophisticated view of induction is not only resist…Read more
  •  263
    In this book, the words ‘science’ and ‘social science’ are used in their limited sense that refer to experience-based knowledge. This should not indicate that experience is being used in a positivistic sense. Rather, the important insights of all kinds of post-positivist views are embraced to give an extensive meaning to experience. However, the most important characteristic of experience and science that should never be excluded is its dependence on observation and observational evidence. Thus,…Read more
  •  30
    The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to this argument, Hirst holds that philosophy of edu…Read more
  •  244
    Skepticism and Rationality: Ghazali, Hume, and Kant
    Journal of Religious Though 13 (2): 3-18. 2013.
    Considering three philosophers – Ghazali , Hume, and Kant – we perceive that they were at grips with skepticism and each had a different attitude towards it. While Hume remains in a skeptical sphere, Ghazali and Kant offer solutions for skepticism, although their solutions differ largely. Criticizing Aristotle’s view on essential necessity, Ghazali expands Avicenna’s emphasis on experimentation and, in effect, negates the necessary relation between cause and effect. Ghazali preceded Hume in this…Read more
  •  188
    CHALLENGES IN FRONT OF'PHILOSOPHY FOR CHILDREN'
    with Ehsaneh Bagheri
    JOURNAL OF CURRICULUM STUDIES (J.C.S.) 2 (7): 7-24. 2008.
    Philosophy for Children' program that Mathew Lipman and his colleagues have developed is now known in our society and has led to thinking and research in this regard. Thus, to consider the challenges that are in front of this program can lead to the richness of these researches. Three challenges are in front of this program: philosophical, psychological, and educational. The philosophical challenge is due to the point that philosophy is mainly dependent on the history of philosophy and thoughts …Read more
  •  798
    TOWARDS AN ISLAMIC PSYCHOLOGY: AN INTRODUCTION TO REMOVE THEORETICAL BARRIERS
    with Zohreh Khosravi
    Psychological Studies 1 (4 & 5): 161-172. 2006.
    There have been some suggestions concerning the subject matter of Islamic psychology. It seems that these suggestions could not overcome the theoretical barrier for providing a subject matter for psychology. Some have considered the divine Spirit (Run) within the human as the subject matter, some others have regarded the Soul (Nafs)and still others, the divine creation of the human (Fitrah) as the candidates for doing the job. However, these suggestions could be challenged in different ways on b…Read more
  •  159
    CONSTRUCTS AND WORDS
    Constructivism in the Human Sciences; 5 (1): 65-70. 2000.
    What is the main characteristic of constructive explanation? In other words, what is the nature of a construct and, consequently, what kind of relationship is there between constructs and behavior? Kelly stated that a "psychological response is initially and basically the outcome of a construing act."(1955, vol. 1, p. 171) Somewhere else, he asserts it in a more clear way: "Since they construe them differently, they will anticipate them differently and will behave differently as a consequence of…Read more
  •  10
    Richard Rorty's Conception of Philosophy of Education Revisited
    Educational Theory 64 (1): 75-98. 2014.
    In this essay Khosrow Bagheri Noaparast argues that, by focusing on acculturation and edification, Richard Rorty has provided a promising view for education because without acculturation, education turns into a destructive endeavor, and without edification, education risks the danger of being repetitive and reproductive. However, Rorty's view is problematic in terms of the characteristics he holds for acculturation and edification, as well as the incommensurable relation he maintains exists betw…Read more
  •  889
    THREE APPROACHES IN ISLAMIC SCIENCE: CASE STUDIES IN IRAN
    JOURNAL OF RELIGIOUS THOUGHT 12 (1): 1-18. 2004.
    Traditionalism-as a school established at 20th century by Rene Guenon, Amanda Coomaraswamy and expanding and developing by figures like Seyyed Hossein Nasr, Martin Lings, and Titus Burckhardt…- assumes human as vicegerent of God which has an important role in the universe. In this point of view Egalitarianism isn’t acceptable because human beings are different in respect of sexuality, emotions, talents and races. Differences between races and societies prove the necessity of religious plurality …Read more
  •  272
    Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be remarkable. Given that the appearance and development of informational revolution is the most important background for globalization, the first challenge of globalization relates to the nature of knowledg…Read more
  •  1072
    The Islamic Concept of Education Reconsidered
    with Zohreh Khosravi
    AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4): 88-103. 2006.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the der…Read more