خلاصة:
Education, as one of the most fundamental human-making and civilization-building institutions, plays a significant role in shaping the cultural life of humans. The importance of this institution becomes even clearer when considering that the new world, compared to all past eras of human history since the emergence of the first intelligent human, possesses the highest amount of cultural elements, and culture (in the general sense of the word) bears the greatest share in its architecture. At the same time, this institution is considered among human constructs; therefore, while it can influence actors through its own agency (which is entrusted to them through the collective attentional capacity of the actors who are constructive and/or beneficiaries of this institution), it also undergoes transformation through interaction with these actors. Since the path of these potential transformations largely depends on the epistemic capacities of the actors and the adequacy of the methods employed by them, any epistemological or methodological teaching that can help improve this institution, identify positive capacities within it, and pave the way for creating suitable conditions to utilize these capacities will be acceptable and desirable. The main theme of the present article is that epistemology based on critical rationality, along with the methodology of situational logic, provides actors with an effective approach for creating optimal transformations in the educational institution. With the help of this approach, the discovery of novel and effective capacities to increase the efficiency of the educational institution in a constructive and effective manner across various ecosystems will become possible with greater ease and efficiency, and the ability of actors to identify potentially undesirable aspects of their constructed institution (and consequently prevent these aspects from becoming actualized) will increase. In the following text, after a brief introduction to critical rationality and situational logic, some applications of the approach that utilizes the combination of these two theories to increase the optimal efficiency of the educational institution will be explained.
ملخص الجهاز:
The main theme of the present article is that epistemology based on critical rationality, along with the methodology of the logic of situational context, provides actors with an efficient approach for creating optimal transformations in the institution of education.
Critical rationalist philosophers explain that knowledge consists of: conjectures and hypotheses that are projected by actors who possess perceptual capacities for the understanding and recognition of reality (in any field and domain, whether physical, social, or otherwise).
Among the important points that must be considered regarding knowledge and its growth, based on the approach of critical rationality, is that due to the conjectural and speculative nature of the hypotheses constructed to solve problems, these hypotheses never possess the quality of certainty.
An important point is that in every step the analyst takes, whether determining a proposed boundary for a "situation" they intend to analyze and evaluate, whether attributing goals and knowledges to actors, or whether determining the limits of institutional actions or the role of the physical environment, they must provide reasons for what they claim.
" With this relatively long quotation, which only refers to a fraction of the instances of Popper's influence on the views of philosophers and education specialists, it is now possible to explain, in a list-like manner, several aspects of the approach based on critical rationality and situation logic that are directly related to the issues raised in the field of education, learning, and training.
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