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Presenting a Theoretical Model of Educational Justice in the Formal and Public Education System Based on the Epistemological Principles of Farabi Justice
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Sina Torkashvand *   1, Susan Keshavarz2 , Akbar Salehi2 , Mohammad-hosein Mirzamohammadi3 |
1- Ph.D. Student in Philosophy of Education, Kharazmi University , Tehran, Iran. , sina.torkashvand663@gmail.com
2- Assistant Professor of Philosophy of Education, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
3- Associate Professor of Philosophy of Education, Faculty of Humanities, Shahed University, Tehran, Iran. |
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Abstract: (6344 Views) |
| This study aimed to present a theoretical model of educational justice for the formal and general education system based on the epistemological principles of Farabi justice. The research method is qualitative content analysis and deduction (practical analogy). That is, based on Frankna's deductive model, some principles have been derived from the combination of goals and preliminary foundations that can lead to the adoption of educational methods. The population of analysis was the books, commentaries and articles about Farabi's philosophy. These data were sampled purposively on the basis of research categories and were studied in depth. The purposively obtained data were continuously analyzed in parallel to data accumulation. The findings suggest that based on Farabi's epistemological foundations, justice is a natural thing in the pursuit of happiness, derived from wisdom, in favor of reason, and is a function of general interest. Knowledge sources include sense, reason, and intuition. Types of knowledge include innate knowledge, intuition, rational knowledge, and so on. The areas of truth are knowledge of justice, adulthood and merit. Therefore, in view of the above epistemological foundations, the theoretical model of educational justice can be derived in terms of goals, principles and methods of education. Some of the ultimate and intermediate goals of this pattern are to reach the community of justice, general prosperity, virtue, and measuring people in terms of justice, rather than vice versa. Some of the principles of this pattern are: Attention to individual talents and competencies, balance of powers and avoiding extremes, rationality, informing, affection, and lack of personal and subjective look to justice. Some of the methods of this model are: method of equal distribution of facilities and resources, method of fostering talents, method of fair establishment of foundations, method of fair sympathy, and method of legitimacy in the implementation of justice. All the goals and inferred principles and methods take into account the challenges that exist in the formal education system. |
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| Keywords: Farabi, epistemological, theoretical model of educational justice, formal and general education. |
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Full-Text [PDF 617 kb]
(6193 Downloads)
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Type of Study: Research |
Subject:
special-Philosophical
Received: 2018/09/13 | Revised: 2019/03/3 | Accepted: 2019/03/3 | Published: 2019/04/24 | ePublished: 2019/04/24
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