چکیده:
The aim of the present research is to outline the general lines of thinking cultivation with regard to the concept, essence, characteristics, and elements of thinking, its role in human life, and how to cultivate it in some proposed perspectives based on the theory of 'Man as an Agent'. In this research, it is assumed that cultivating thinking in learners is a fundamental factor for transforming our country's educational system, and in this regard, the theory of man as an agent provides the cultural context for such transformation. To achieve the research objectives, comparative analysis and practical analogy methods have been utilized. In this way, some theoretical and fundamental principles, including the concept and nature of thinking, have been examined, particularly in two general approaches: ontological and teleological. Then, the components and elements of thinking in the theory of man as an agent and its relationship with action have been explained. Finally, based on the research findings, for the cultivation of thinking in learners, suggestions and implications such as a holistic view of the learner, testing explanations and inferences based on evidence and experiences, posing and facing problems from multiple and diverse aspects, cultivating the creativity of learners, and providing conditions and situations for analysis, judgment, and performing ethical actions have been proposed.
خلاصه ماشینی:
Conceptual Rethinking of "Nurturing Thinking" as a Cultural Context for Transforming the Educational System Based on the Theory of "Man as Agent" Saeed Zargham, Assistant Professor at Kharazmi University {IBThe aim of the present research is to outline the general lines of nurturing thinking, considering the concept, essence, characteristics, and elements of thinking, its role in human life, and how to nurture it within certain proposed perspectives based on the theory of "Man as Agent.
Finally, based on the research findings, for the purpose of nurturing thinking in learners, suggestions and implications such as a holistic view, focusing on the learner, testing explanations and inferences based on evidence and experiences, presenting and confronting problems from multiple and diverse aspects, nurturing the creativity of learners, and providing conditions and situations for analysis, judgment, and performing ethical action have been proposed.
In this context, the research method of the present study is analytical and deductive, which will be carried out by taking the following steps: first, the essence, components, and characteristics of thinking and how to cultivate it in existing philosophical views will be examined and categorized, and by presenting the theory of "Man as an Agent" regarding thinking, the ground for comparing these perspectives with each other will be provided.
Hagerson considers the fourth type to be in formal logic and also the realm of the philosophy of science, providing an example: for instance, from the assumption that "whatever exists is measurable," one can deduce in a syllogistic and logical manner that "all aspects of formal education must be both quantifiable and measured; because measurement is the main factor in the formation of information for formulation and decision-making regarding the curriculum" (Short: 68).
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