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Mostafa Jamalahdin (Secretary of Education Diwandareh City, Kurdistan, Iran), Ghodsi Faranak (Farhangyan University, Bent al-Hoda Sadr Pardis, Sanandaj, Iran), Momenzadeh Rezvan (BS in Guidance and Consulting, and Secretary of Education Diwandareh City, Kurdistan, Iran)
Comparative Examination of Teachers' Educational Role and Method in the Teaching-Learning Process from the Perspective of John Dewey and Abu Ali Sina
International Letters of Social and Humanistic Sciences (ILSHS), 2015, vol. 51, s. 11-18, tab., bibliogr. 6 poz.
Nauczanie, Uczenie się, Proces nauczania
Teaching, Studying, Teaching process
The Teaching-Learning process is a complex, widespread and time consuming task. To this end, the first step is to determine objectives we intend to reach and reaching these objectives necessitates using methods. Awareness of methodologies and objectives in the teaching process and specifically the educational role and method of teacher in the Teaching-Learning process requires understanding the opinions of renowned instructors and philosophers and scholars. Hence, the aim of the present research was to investigate the Teachers' educational role and methodologies in the Teaching-Learning process from the perspective of John Dewey and Abu Ali Sina. Here, in this research, first the educational role of the teacher in the Teaching-Learning process is expressed from the view of John Dewey and Abu Ali Sina and then, the educational objectives and methodologies of these two philosophers are put into discussion. The Dewey and Sina's educational objectives from the view of the teacher and its impacts on the society and the people under instruction have been examined. Later, by investigating similarities and differences of objectives and methods of the teachers' roles in the Teaching-Learning process by Dewey and Sina, we conclude that both philosophers consider the most significant and primary objectives of the teachers' educational role in the process of teaching as observing individual differences, group training and teaching based on tendencies and talents and interests of students. Meantime, these are the most important goals of the teachers in the Teaching-Learning process which these two philosophers share. (original abstract)
Full text
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