Document Type : Original Article
Authors
1
PhD Student of Philosophy of Education, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2
Assistant Professor, Department of Philosophy, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3
Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract
This study aims to examine the theoretical foundations of right and duty in the thought of Kant and Habermas, two German thinkers of the eighteenth and twentieth centuries, and the educational implications derived from those foundations.
Method of this research; In terms of research and practical purpose and according to the type of data used, it is of historical-analytical and argumentative type.
Findings of the research show that Kant and Habermas's legal views are influenced by two social and epistemological contexts, and these two views - the first of which focuses on highlighting the role of the subject (mind) in cultural, social, political and legal developments, and the second It focuses on the subject's interactions with social factors, in response to the needs of their time. The educational implications of the views of these two are presented in exactly the same context. The results of this study showed; During the comparison and discussion of these two systems of thought, which consider both human intellect as the only refuge for the development and realization of intellectual and institutional modernity, we will try as much as possible to discuss the issues raised, especially in the field of education and culture and territorial conditions. We Iranians should also be expanded to benefit from the issues raised both for a better understanding and possible use for the Iranian education system.
Keywords: Kant, Habermas, Right, Homework, Education
Keywords
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