Document Type : Scientific-research
Authors
1 Ph.D. Candidate, Department of Philosophy of Education and Training, Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran
2 Assistant Professor, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran
3 Professor, Department of Philosophy of Education and Training, Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran.
4 Associate Professor, Department of Philosophy of Education and Training, Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran.
Abstract
To illustrate the distinct and nuanced educational system that arises from a relational perspective on the concept of "self." This article attempts to first, analyze Davidson's concept of "self" and then, by introducing Plato's and Aristotle's ideas about the concept of "self", attempt to express their educational system by comparing them with the concept of "relational self".
Analyzing the concept of "relational self" based on the documentary-library methods and drowing out the educational systems of Plato and Aristotle using the deductive methods.
Perhaps the most notable instance of the definition of the "relational self" is Davidson's image of it. This "relational self" possesses two important characteristics: relation with otherness and relation with the world. According to this definition, Plato's idea of the "self" stands in opposition to the "relational self" because of his dualism. Aristotle elucidates the concept of the "relational self" by presenting the theory of hylomorphism. However, due to his assumption of an active intellect that is entirely separate from matter and his belief in a singular entelechy for all humans, he cannot fully meet the criteria for a relational definition of "self".
The outcome of this definition of the relationality of "self" is an enhanced focus on the role of the “other,” the “world.” The distinctive identity of individuals and educational institutions is shaped not by top-down directives from the ministry, but by the relationships among students, peers, and teachers, as well as the relations between schools and other institutions. Physical education is regarded as essential as the cultivation of mental capacities. Davidson's holistic concept of “self” emphasizes the integration of descriptive and normative knowledge, and also making no distinction between natural and social sciences. Educational policy, curriculum, and the necessary rationality and agency for implementing changes all attain a relational status and become down-top. This relationality can also cover fundamental challenges of pedagogy.
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