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Volume 6, Issue 2 (7-2024)
Int. J. Ethics Soc 2024, 6(2): 41-52 |
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Ahmadpuri U, Farmahini Farahani M, Rahnama A. Philosophical Foundations of Post-Modern Citizenship Education and Implications of Social-Ethical Education. Int. J. Ethics Soc 2024; 6 (2) :41-52
URL: http://ijethics.com/article-1-299-en.html
URL: http://ijethics.com/article-1-299-en.html
1- Ph.D. Student in Philosophy of Education, Department of educational Science, Faculty of Humanities, Shahed University, Tehran, Iran
2- Department of educational Science, Faculty of Humanities, Shahed University, Tehran, Iran ,m.farmahini.farahani11@gmail.com
3- Department of educational Science, Faculty of Humanities, Shahed University, Tehran, Iran
2- Department of educational Science, Faculty of Humanities, Shahed University, Tehran, Iran ,
3- Department of educational Science, Faculty of Humanities, Shahed University, Tehran, Iran
Abstract: (273 Views)
Introduction: Citizenship education is a plural and multifaceted concept that includes various ethical dimensions. The education of citizenship ethics can be considered as the education of people in the society, in such a way that they can play a role in the formation or establishment of a balance between the authority and responsibility of governments in the society. On the other hand, postmodernism is a multipurpose movement that rejects any final solution and definite answer by denying the view of the world as an interconnected whole. The present study investigated the philosophical foundations of postmodern citizenship education and the extraction of implications of moral-social education in education.
Material and Methods: The research method in this study is analytical, descriptive and inferential. Also, the current research was conducted based on library studies and to collect data according to the nature of the subject, a slip was used to study documents.
Conclusion: In terms of the implications of moral-social education in terms of goals, it can be concluded that goals appear in the education process and are not pre-defined and should take into account the growth and ability of learners to adapt to rapid changes. From the point of view of the content, it was concluded that no content can increase the scientific and professional competence of the learners. Content should increase learners' problem-solving skills. Also, power is an effective factor in determining the control of relationships between students and teachers.
Material and Methods: The research method in this study is analytical, descriptive and inferential. Also, the current research was conducted based on library studies and to collect data according to the nature of the subject, a slip was used to study documents.
Conclusion: In terms of the implications of moral-social education in terms of goals, it can be concluded that goals appear in the education process and are not pre-defined and should take into account the growth and ability of learners to adapt to rapid changes. From the point of view of the content, it was concluded that no content can increase the scientific and professional competence of the learners. Content should increase learners' problem-solving skills. Also, power is an effective factor in determining the control of relationships between students and teachers.
Type of Study: Research |
Subject:
Special
Received: 2024/02/15 | Accepted: 2024/03/10 | Published: 2024/07/26
Received: 2024/02/15 | Accepted: 2024/03/10 | Published: 2024/07/26
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© 2024 CC BY 4.0 | International Journal of Ethics and Society
This work is licensed under a Creative Commons Attribution 4.0 International License.
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