َAnalyzing Islamic Republic of Iran's educational philosophies based on thinking concept

Document Type : پژوهشی

Authors

• Narges Sajadieh
• Mohamadreza Madanifar
• Morad Yari Dehnavi

10.22067/fe.v3i1.16188

Abstract

The purpose of this article is analysis of supportive theoretical documents of Islamic Republic of Iran’s curriculum based on the concept of thinking. This aim is accomplished by using analytic method. Regarding thinking as an action in Islamic theory of action, we have analyzed three kinds of written educational philosophies. In this theory, it is supposed that actualization of thinking is dependent on cognitive, motivational and voluntary foundations of thinking act. These are the categories and subcategories of reconstructed thinking construct: observing, rereading and retrieving, imagination, criticizing, criterion and seeking truth. Our thematic – quantitative analysis shows that in 1th educational philosophy, thinking and its categories have discussed more than two others, because it concentrates on the process of education in itself, while the others concern about educational management and legal-political dimensions of formal and general education too. In addition, the results show that none of these three educational philosophies have an adequate processing of all of categories and subcategories of thinking construct. Our findings indicate that rereading and retrieving subcategories have the lowest frequency or observing and criticize have the highest frequency .Moreover, in these philosophies questioning as an important constituent of thinking construct has the lowest frequency.

Keywords

• thinking
• educational philosophy
• Islamic theory of action
• Content analysis

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