Khosrow Bagheri Noaparast’s research while affiliated with University of Tehran and other places

Background A major contribution to the humanities literature has been the development and application of Vygotsky's sociocultural theory in relevant fields. Constructivism as a paradigm is owed to Vygotsky and his efforts. On-the-spot scaffolding in this regard is one of the innovations that can be triangulated with hermeneutic phenomenology to pave the way for a paradigm shift in the educational system in a broad view and for critical thinking for medical students in a narrow view. This study aimed to illuminate the other side of the behavioristic lesson plan, which is on-the-spot scaffolding in implementing one of the modules of essential skills for doctors of medicine (Adab-e Pezeshki), which is critical thinking. Methods This study was qualitative and longitudinal. It is longitudinal due to the 3 years of involvement and qualitative due to the study design approach and the use of discourse analysis and hermeneutic phenomenology as tools. Results Three main findings emerged from the study's qualitative nature: first, students who attended the sessions or who merely completed the assignments created an on-the-spot critical thinking scaffolding design, which is an alternative to a behavioristic lesson plan; and second, the students wrote numerous movie reviews in both Persian and English. One of the components of reflective autobiography is these film critics and a student-written, instructor-edited paper submitted to ICHPE 2023. Conclusion There is an urgent need for a paradigm shift and comparative-historical investigations in the medical education system in Iran.

This study aims to critique the concept of active learning in childhood education based on Hegelian Bildung. We have defined childhood education from the perspective of Hegel’s Bildung in The Phenomenology of Spirit. We describe childhood education as a ‘primary Bildung’ having the aim of ‘entering into the conceptual world’. This aim indicates that children can and are required to express their experiences in conceptual language. Finally, we critique the conceptual components of active learning from the Hegelian point of view and suggest three alternative components: ‘child-educator interaction’, ‘understanding historical knowledge’, and ‘addressing concrete-abstract affairs.’ We suggest that the concept of active learning needs to be replaced by ‘Communicative-Interactive Learning (CIL)’. CIL takes both objectivity and subjectivity into account during the process of knowledge formation in education.

The goal of the present study was to explain the pattern of familiar and unfamiliar relationships influencing moral judgments. In this qualitative study, relationship-based moral judgments were examined according to the constructivist theory. The studied sample included 27 individuals, including 14 women and 13 men (both young and old), living in Tehran. A purposeful sampling method was used. In order to collect data, participants were faced with moral dilemmas using semi-structured interviews. The results showed that emotional intimacy, lack of tolerance for loss of loved ones and avoiding future regrets, group loyalty and common goals, and real or symbolic threats and a negative relationship were factors involved in relationship-based moral judgments. These factors, alone or together with cognitive biases, lead to unfair moral judgments, and after recognizing moral concerns related to ignoring the principle of equality, people tend to use Moral Disengagement mechanisms to reduce self-blame.

New trends in the philosophy of education in the twenty-first century have sprung from their background in the twentieth century. This essay introduces the twentieth-century philosophies within Dewey’s early pragmatism and other “ism” movements as well as the educational revolution of analytic philosophy. The twenty-first century has introduced reactions (i.e., new pragmatism, post-structuralism, post-modernism, and constructivism), and each of these trends is shown to have provided a new horizon in philosophical thought on education. However, the new trends are also expected to have their own weaknesses. For instance, Rorty is too quick to reject scientific objectivity, Derrida undermines the roles of agents in favor of taking deconstruction as an event, post-modernists are too quick to reject generality in modern thought, and constructivists ignore the power of reality. Thus, educational thought could learn: from new pragmatism to resist naïve scientism but it should be alert not to ignore the real power of scientific thought; from post-structuralism to put educational structures under scrutiny in terms of educational justice but it should take the role of agents more seriously into account in moderating the power of structures; from post-modernism to be alert to local requirements for education but give similar weight to generality too; and finally from constructivism to embrace creativity in the classroom without replacing the discovery dimension of truth with it altogether.

This article aims to identify and compare the characteristics of human agency in liberal and Islamic religious education, comparing Iran as a religious context influenced by Islamic state ideology with Finland as a liberal context and a secular state ideology. This comparison will be accomplished by document analysis of the national curricula for education in Iran and Finland. Methodologically, a comparative study and a deductive content-analysis approach will be employed. The paper will provide an analytical framework for human agency mainly based on Biesta’s and Halstead’s views as interpreters of liberal perspectives and Bagheri’s view as an Islamic scholar. The comparison will be considered in the light of three categories: the foundation of agency, the requirements of agency and the educational consequences of agency. The results show that in all curriculum documents human agency is always considered but with distinct concepts and emphasis. In Iran, the focus is on spiritual aspects based on wisdom whereas in Finland the focus is on social aspects based on pure reasoning. The study suggests some points about the compatibility of Islam and liberal thought through the concept of human agency.

Introduction: Human beings live in a social world; therefore, a big part of our daily judgments is influenced by our interpersonal relationships. In interpersonal situations, one should choose between compromising the principle of equality and harming their relationships with others. Various studies have been conducted on moral judgments based on interpersonal relationships. Given the devastating consequences of rela- tionship-based moral judgments, such as increase discriminatory behaviors and racism, it is crucial to examine this kind of judgments. This study reviews philosophical theories, evolutionary biology, and the psychology of relationship-based moral judgment and finds genetic and emotional relationships influencing moral judgments and factors influencing these types of judgments through empirical studies. Methods: This study is a systematic review investigation in which studies published between 1950 and 2020 were examined. A search for articles was conducted in Comprehensive Portal of Human Sciences, SID, PubMed, ISI (Web of Science), and Google Scholar using related keywords such as Moral, Moral judgment, Moral decision making, Equality, Altruistic, Close-relationship in Persian and English. The research results were 210 theoretical and experimental articles. Accordingly, 56 studies were selected for review by studying the abstracts based on inclusion and exclusion criteria. Results: Despite the general acceptance of the principles of moral equality and impartiality, or the acceptance of the moral status, empirical re- search has shown that genetic relatedness and emotional intimacy influence our moral judgments when increasing the level of genetic relationship, emotional closeness, and familiarity utilitarian judgment decrease. Also, multiple factors are involved in moral judgments based on interpersonal relationships such as helping cost, gender, cognitive bias, and moral disengagement. People prefer to save only their close relatives when the cost of help is deadly. Gender is another factor that influences relationship-based judgments. Men help their family members more than women in threatening situations, but this difference is not seen in relationships with partners. Relationship-based moral judgments are prone to cognitive bias and moral disengagement like (or perhaps more than) other types of judgments. People try to reduce the complexity of moral situations using cognitive bias like Self-interest bias and actor-observer bias and reduce the level of self-blame resulting from ignoring the principle of fairness using moral disengagement like moral justification and dehumanization. Although the principle of equality is universally accepted, the results of empirical studies show that people considered relationships in their moral judgments, and evolutionary theories can even explain this effect. As a result, the definition of moral concepts such as impartiality and equality should be reconsidered by applying these concepts to daily human life. Conclusion: In general, despite significant advances in identifying factors influencing relationship-based moral judgments, there are still areas that need to be studied. First, most previous studies examined moral judgments only through short answer questions that these questions were different in each of them. Thus, their results are incomparable. Second, the participants were from high socioeconomic states and western countries, so the results cannot be generalized to other socioeconomic states and cultures. Third, most previous studies used Thorolly dilemmas that focused on decision-making about life and death, far away from the people’s routine decisions. Finally, no study has yet focused on the impact of ethnic and religious similarities on moral judgments.