درخت حوزه‌های تخصصی

A proper understanding of the teacher's status in the context of technology, especially new technologies such as artificial intelligence, requires an analysis of the philosophy of evolution of technology (nature and aims of technological developments) on the one hand and its relationship with the pedagogy and teacher on the other. In other words, the teacher's activity as a main factor in pedagogy has been a function of the philosophy of technological developments throughout history, and a proper understanding of this activity also requires a precise understanding of the nature and aims of technological developments. Accordingly, here we first refer to the stages of technological evolution and its meaning and functions, and then we discuss the impact of these stages of evolution on the role and activity of the teacher in the pedagogical process. The question that this article wants to answer is whether artificial intelligence, as the last stage of technological evolution that wants to replace the teacher in pedagogy, can replace it or not, and if not, what is the solution for the teacher and artificial intelligence to be able to function simultaneously?

This article develops a phenomenology of attentional care in platform-mediated education and advances the normative concept of attentional justice. Employing a phenomenological–hermeneutic method, it analyses composite vignettes derived from synchronous online teaching (2020–2024) in undergraduate and Master’s-level courses in philosophy of education, teacher education, and curriculum studies at a public university. The vignettes, based on field notes and reflective memos, condense recurring situations—such as latency-filled discussions, camera-off participation, and chat-based interaction—while preserving anonymity. Phenomenological analysis reveals three invariants of attention in this context: embodied tact (gesture and voice as holding), temporal generosity (protected intervals resisting acceleration), and recognitive address (naming, echoing, and confirmation). Read alongside critiques of the attention economy and technicity, these findings show that attentional care depends on minimally just conditions and cannot rely on individual virtue alone. The article therefore articulates two correlative rights—the right to protected intervals and the right to recognitive address—and specifies institutional duties concerning time, limits on surveillance, equitable access to bandwidth and quiet, and the governance of platform affordances. The study contributes a refined conceptual grammar of attention in education and proposes a normative criterion for platform pedagogy: a learning environment is adequate when learners can truly say, I was held; I was given time; I was recognised.

Experience and subjectivity influence how texts are read, with reading involving “filling in the blanks”. This impacts the usefulness of intercoder reliability exercises in collaborative textbook analysis. Specifically, scholars’ individual backgrounds limit possibilities for substantive and meaningful intercoder reliability, particularly in international, cross-cultural, and multicultural settings. In this case, reliability is a problematic goal in textbook content analysis, possibly precluding substantive recognition of reader subjectivity—of researchers as well as students and teachers. In contrast, we argue that collaboration in textbook research can reveal the multifaceted nature of texts and generate multi-perspectival interpretations which are more meaningful in diverse contexts.

In the 21st century, educational philosophers face critical responsibilities, including theorizing, analyzing, and evaluating educational issues, while determining educational approaches and reassessing goals for conceptual clarity. The present study undertakes a comparative analysis of the roles and responsibilities of Iranian and non-Iranian educational philosophers through qualitative interviews. This qualitative study involved interviews with a selection of Iranian and non-Iranian educational philosophy professors. Entry criteria required participants to be professors with at least five years of teaching experience, while exit criteria allowed participants to withdraw from the study at any time. Thematic analysis was conducted to identify core resposibilities and influences shaping their educational philosophies. Additionally, literature on educational philosophy in both Iranian and non-Iranian contexts was reviewed to derive emergent themes illustrating similarities and differences across the two settings. Findings indicate that while the responsibilities of Iranian professors align with those of their global counterparts, their perspectives are influenced by local cultural contexts, especially religious values, and a strong sense of Iranian identity. This reflects a meaningful intersection of global educational philosophy and distinctive local contexts. The study highlights the necessity for educational philosophers to tackle contemporary challenges by diagnosing problems, analyzing issues, and proposing effective solutions. It emphasizes the importance of training future educational philosophers to recognize cultural and religious influences and cultivate skills to effectively address educational issues in a global context.