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Showing 2 results for Karon Beirag
Volume 2, Issue 2 (Spring 2022)
Abstract
In this article, first, the philosophical implications of the metaphor of mind as the computer, were inferred from three perspectives: ontological, epistemological, and anthropological; Then, the elements of the curriculum were deduced from the mentioned philosophical implications, and finally, the implications of the mentioned metaphor in education were criticized. Since we think based on metaphors, according to the above-mentioned metaphor the mind is passive and has a mechanistic view to the student. The student does not have individuality and freewill. Evaluation based on this approach is also based on measuring low levels of educational goals and measuring memory instead of deep learning. The criticisms that have been made show that such an attitude towards human being is not acceptable from a philosophical and especially from an educational point of view. The above-mentioned metaphor can only be useful in explaining the function of the mind or brain on the basis of a weak version of functionalism, and has no further implications.
Volume 4, Issue 1 (Winter 2024)
Abstract
I first described philosophers' metaphors for "mind", then classified and critically examined them, and finally deduced their educational implications. The results indicate that nine metaphors were used about the mind, based on which I divided the mind into passive and active. Among the mentioned metaphors, the metaphor of the fertile earth and the metaphor of the glasses are active metaphors according to which, unlike other metaphors, every student is a unique and thinking creature with freedom of choice and individuality. This perspective has a fluid view of the man who believes in free will and does not view him as a machine. The implications of the mentioned attitude in the curriculum elements are presented in a table. Since each teacher has a personal philosophy, his attitude toward students' minds can guide how he teaches and treats them.
