educational philosophy

Purpose: The purpose of this study is to compare and investigate the differences existing in the attitudes of one of the most influential philosophical schools, Rorty's new-pragmatic, and the associated Western pragmatism, especially the educational system of the United States, with the Islamic educational philosophy. Methodology: This is a qualitative research study in which the internet and library resources have been used. The finding of this study indicated that the tenet of new-pragmatic is to propose factual issues beyond time and ignoring objectivity. Findings: Given that, new-pragmatism made use of some principles based on which it could bridging the gap of relativism. However, it is unable to explain the identity of an individual in a comprehensive educational philosophy. Consequently, new- pragmatism proposes the design of modern language which is an idealistic one and since it is a futuristic model, it cannot be the basis for educational philosophy which needs a practical model. Sequentially, it should be noted that in the studies which are conducted on the current educational philosophy practiced in Iran, many of the new alternatives are provided are not without failures. Discussion: That said, no new educational philosophy should be used in Iranian context without doing research and comparing it with the Islamic philosophy which pays the utmost attention to the human spirituality for many years even if the founders of such schools of philosophy have global reputation and be among the most influential philosophers.

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.