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Register a new user«Kant» Idealism and its Educational Dimensions (A study in Philosophy of Education)
المثالية الكانتية و أبعادها التربوية (دراسة في فلسفة التربية)
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صابر جيدوري( باحث )
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هدفت الدراسة إلى التعرف على تصور فلسفة «كانت» المثالية لبعض جوانب التربية اللازمة لإنماء الشخصية الإنسانية، و المتمثلة في القيم الأخلاقية و دور كل من المعلم و المتعلم في العملية التعليمية من جهة، و المنهج و الأنشطة المدرسية من جهة ثانية، و لتحقيق هذا الهدف سعت الدراسة – من خلال استخدامها طريقة تحليل المحتوى بصورتها الكيفية – إلى إبراز أهم الأفكار الفلسفية التي قامت عليها مثالية «كانت» مما شكل أرضية فلسفية واسعة استطاع من خلالها الباحث أن يوضح كيف ارتبط مذهب «كانت» الفلسفي ببعض الجوانب التربوية، حيث توصل إلى أن القيم الأخلاقية في مثالية «كانت» مطلقة، و أن هدف التربية يتمثل بترسيخ ما هو قائم في المجتمع من قيم، و أن التجربة لا يمكن أن تكون مصدراً للقيم أو وسيلة لإدراكها.
The study aimed at recognizing the conception of ideal «Kant» philosophy for some sides of Education that are necessary to develop the human personality, That is represented in moral values and the roles of the teacher and the learner in the teaching process on one hand, and the course and school activities on the other hand. To achieve this aim, the study tried, through its use of content analysis method in its quality image, to show the most important philosophical ideas that «Kant» idealism depends on, what forms a vast philosophical ground, through it the researcher could show How philosophical «Kant» creed joined with some educational sides, as it concluded that the moral values in «Kant» idealism are abstract and Absolute, the education aim is represented by fixing the existent values in society. And the experiment couldn't be a source of values or a tool to recognize them.
References used
إبراهيم، زكريا ( 1966 ): مشكلات فلسفية (المشكلة الخلقية)، القاهرة، مكتبة مصر.
إبراهيم، زكريا ( 1972 ): عبقريات فلسفية (كانت أو الفلسفة النقدية)، القاهرة، مكتبة مصر.
أبو ريان، محمد علي ( 1969 ): تاريخ الفكر الفلسفي: الفلسفة الحديثة، الاسكندرية، دار الكتب الجامعية.
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The Study aimed at recognizing the problem of the stable and the
changeable and its educational dimensions. To achieve this aim, the study
try, through its use of a comparative deconstruction course, to clarify that
there are two opposite philosop
hies that are related to educational work.
The first philosophy sees that the basic principles of education recur and
never change, whereas the second philosophy sees that the only way for
arrangement for a changeable society is to face the educational thought
that believes in continuous renwal to set up the experience. The study
introduced a suggested conception for educational philosophy that forms,
in its abstract, a moderate stance.
دفت الدراسة إلى التعرف على مفهوم الخبرة الجمالية و أبعادها التربوية فـي فلـسفة
«جون ديوي»، و لتحقيق هذا الهدف سعت الدراسة – من خلال اسـتخدامها طريقـة
تحليل المحتوى بصورتها الكيفية – إلى إبراز أهم الأفكار الفلسفية التي قامـت عليهـا
براجماتية «ديوي»
، مما شكل أرضية فلسفية انطلق منها الباحث إلـى بيـان الأبعـاد
التربوية لمفهوم الخبرة الجمالية، و التي اتضحت من خلال دور التربية الجماليـة فـي
تنمية الذوق الفني و الابتكار و الإدراك الحـسي و الإدراك العقلـي، و تنميـة الـسلوك
الأخلاقي و شغل أوقات الفراغ، و انتهت الدراسة بعد ذلك إلى تقـديم تـصور مقتـرح
لإنماء الممارسة الجمالية في التربية العربية، و بينت الدرس المستفاد من دراسة هـذا
الموضوع على صعيد المدرسة و منهجها.
This research deals with values through studying opinions of philosophers who consider that values are absolute ,and compare it with opinions of philosophers who consider that values are relative. Then, the research analyzes and criticizes opinions a
nd arguments of the two parts to discover their knowledge ,and ideological deep roots .
After that, it seems that philosophers who assert that values are absolute reflect conservative ideology , and want to fix social reality to serve their concerns; while philosophers who assert that values are relative reflect progressive ideology, and want to change social reality .
This research also clarifies that philosophers and thinkers of absolute values believe in absolute facts and knowledge; while philosophers and thinkers of relative values believe in relative facts and knowledge.
The Research aimed to identify the Opinions of Teaching Staff in the Faculty of
Education at Tishreen University About the Reality of Educational Researches
(importance, realization, and its activation ways). and to define the differences in this
Opinions according to these variables (department, academic rank, and, experience). To
achieve the objectives of the research, was applied questionnaire prepared for this purpose,
consisted (52) items, which distributed for three axis (importance, realization, and its
activation ways), questionnaire has been applied on sample (104) members during the
academic year of (2015 - 2016). Validity and the reliability was established.
The results showed that the importance of educational researches were a higher
degree among teaching staff members in the faculty of education at Tishreen University,
also the Reality of educational researches were a middle degree, in addition to, results
showed that the activation ways were a higher degree. In fact, there aren't statistically
significant differences about importance, realization, and its activation ways due to the
(department, academic rank, and, experience).
Finally, the research suggested that Researcher be acquainted with the
educational research and encouraged by granting them financial and moral incentives.
Moreover, researches persistently training courses on the methods of conducting research.
This research deals with structure of power and its concept in Farabi's political
philosophy, by analyzing his basic thesis of Utopia, and analyzing the relation between
governor and the parish, and explaining the political connections that control
this city, like
the stratification and ideological structure down to the relationship between the prophecy
and philosophy, all this through systematic reading deals with the power of speech and its
relationships, and the semantic context through which these ideas emerged, and the nature
of cultural relationships that control thought and cultural production in that era. By
understanding Farabi's political ideas and their situation of speech context emerged the
category of (good authority) as a reflection of the structure of that era, and an alternative to
the category of existing power at that time which was based on tradition and the sanctity of
hereditary rule. Here Farabi's summon the pronouncements of the Greek speech and
reconstructing and integrating them in the context of the Islamic intellectual on the one
hand becomes a necessity which is required to the building of the political alternative of
religious feudal authority, and on the other hand its unique feature and characteristic
distinguish the Farabian philosophy through his building a philosophical pattern which
combines rationality and inspiration.
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