Metaphysical -Epistemological Paradigm: The philosophical Basis of Plicy Making in Iran's Teacher Education (Explanation and Criticism)
Subject Areas : تاریخ و ماهیت رشته فلسفهٔ تعلیم‌وتربیت، مکاتب و رویکردهای فلسفهٔ تعلیم‌وتربیت قدیم و جدید ،تاریخ اندیشه و عمل تربیتی (سیاست‌ها، برنامه‌ها، اقدامات و...) مفاهیم، گزاره‌ها و نظریه‌های تربیتی آراء مربیان و فیلسوفان تربیتی روش‌شناسی پژوهش‌های تربیتی انواع تربیت مسائل تعلیم‌وتربیت ایران و جهان برنامه درسی و آموزش در رشته‌های گوناگون
DR.SAYED MAHDI SAJADI
1
,
مریم نادری
2
1 -
2 - Farhangian University
Keywords: Epistemological, Metaphysical, Philosophical Basis, Teacher Education, Explaining, Critics,
Abstract :
The Metaphysical Nature of Truth, As one of the Most Important and Influential Axes in the Realm of Philosophy and Philosophizing, Has Left Tremendous Effects on Other parts of Philosophy, Including Epistemology and Axiology. The Philosophers in Order to Justify their Desired Epistemological Beliefs, Returns to the Ontological Themes of Truth and by Citing the Strength of their Ontological Beliefs, They Give Gredibility to their Epistemological Themes and Beliefs. This Effect Can be witnessed in the Form of the Appearance of a Proposition Called "Justified True Belief" in the Epistemological Discussions of Classical and Modern Philosophies. On the other Hand, the Documents of Development of Iran's Education and Training System, Which has a Metaphysical Rrealist Nature, Also Refer to Knowledge That Should be Considered in Pedagogies, Including in the Teacher Training System, and Should be This Point Pointed out That the Knowledge That is Given to Teachers in the Form of Curricula and Pedagogy is a Knowledge Affected by the Realistic Metaphysical Requirements of Islamic Philosophy. In This Article, We Will Point out What Approach is Bbased on the Knowledge Derived From the Ontological-Metaphysical Basis of Islamic Philosophy, Which Governs Policy-Making in the Field of Teacher Training in the Form of the Theoretical Foundations of Upper-Level Documents of the Education and Training System, and What is This Approach of Knowledge. It Will Leave Consequences on the Pedagogy of Teacher Training and What Kind of Criticism is There.