Abstract:
Purpose: The purpose of this study is to compare and investigate the differences existing in the attitudes of one of the most influential philosophical schools, Rorty's new-pragmatic, and the associated Western pragmatism, especially the educational system of the United States, with the Islamic educational philosophy. Methodology: This is a qualitative research study in which the internet and library resources have been used. The finding of this study indicated that the tenet of new-pragmatic is to propose factual issues beyond time and ignoring objectivity. Findings: Given that, new-pragmatism made use of some principles based on which it could bridging the gap of relativism. However, it is unable to explain the identity of an individual in a comprehensive educational philosophy. Consequently, new- pragmatism proposes the design of modern language which is an idealistic one and since it is a futuristic model, it cannot be the basis for educational philosophy which needs a practical model. Sequentially, it should be noted that in the studies which are conducted on the current educational philosophy practiced in Iran, many of the new alternatives are provided are not without failures. Discussion: That said, no new educational philosophy should be used in Iranian context without doing research and comparing it with the Islamic philosophy which pays the utmost attention to the human spirituality for many years even if the founders of such schools of philosophy have global reputation and be among the most influential philosophers.
Purpose: The purpose of this study is to compare and investigate the differences existing in the attitudes of one of the most influential philosophical schools, Rortychr('39')s new-pragmatic, and the associated Western pragmatism, especially the educational system of the United States, with the Islamic educational philosophy. Methodology: This is a qualitative research study in which the internet and library resources have been used. The finding of this study indicated that the tenet of new-pragmatic is to propose factual issues beyond time and ignoring objectivity. Findings: Given that, new-pragmatism made use of some principles based on which it could bridging the gap of relativism. However, it is unable to explain the identity of an individual in a comprehensive educational philosophy. Consequently, new- pragmatism proposes the design of modern language which is an idealistic one and since it is a futuristic model, it cannot be the basis for educational philosophy which needs a practical model. Sequentially, it should be noted that in the studies which are conducted on the current educational philosophy practiced in Iran, many of the new alternatives are provided are not without failures. Discussion: That said, no new educational philosophy should be used in Iranian context without doing research and comparing it with the Islamic philosophy which pays the utmost attention to the human spirituality for many years even if the founders of such schools of philosophy have global reputation and be among the most influential philosophers.
Machine summary:
Discussion: That said, no new educational philosophy should be used in Iranian context without doing research and comparing it with the Islamic philosophy which pays the utmost attention to the human spirituality for many years even if the founders of such schools of philosophy have global reputation and be among the most influential philosophers.
Based on this approach, it can be stated that the Rorty philosophy which considers criticizing as important (historical thinking and self-regulation) is not effective in the pre-university period and during of this period only those elements of his philosophy which are about coordination (social solidarity, discussion and consensus) can be beneficial.
Educational Principles of Pre-university period: From the philosophical opinions of Rorty, social solidarity in substitution of objectivity, ethic of communication and consensus should be paid attention in pre-university period.
Consequently, Rorty puts himself in objection with those like Pantamaghra who considers transcendental features for wisdom and does not think of it as dependent to a special situation; and Habermas who believes that each language implies some presumptions about rationality and truth.
The thing is the two philosophical approaches are different with regard to their attitudes in which the Islamic one is express a final aim for human while in the new-pragmatic one it is just an experimental goal.
Based on the fundamentals of Islamic educational philosophy, the following critiques can be applied to new-pragmatic approach: in the educational philosophy of Rorty, due to the fact that it does not believe in the existence of anything beyond language, Rorty is forced to expand the democracy issue to bridge the gap.