شناسایی و تبیین مبانی معرفت‌شناختی برنامه فلسفه برای معلمان (P4T)

جواد جهان; محمد حسن  میرزامحمدی; اکبر رهنما

Authors

Javad Jahan PhD Candidate in Philosophy of Education, Department of Philosophy of Education, Faculty of Governance, Shahed University, Tehran, Iran Author https://orcid.org/0000-0003-3598-2641
Mohammad Hassan Mirzamohammadi Professor, Department of Philosophy of Education, Faculty of Governance, Shahed University, Tehran, Iran https://orcid.org/0000-0002-2239-9388
Akbar Rahnama Professor, Department of Philosophy of Education, Faculty of Governance, Shahed University, Tehran, Iran. Author https://orcid.org/0000-0001-7868-0868

Keywords:

Philosophical foundations, Epistemology, Philosophy, Philosophy for Teachers (P4T) Program

Abstract

Purpose: The present study aimed to identify and explain the epistemological foundations of the Philosophy for Teachers (P4T) program by examining the nature of knowledge, sources of knowledge, processes of cognition, validity of knowledge, and the relationship between knowledge and practice.

Methodology: This study employed a qualitative approach using an analytical–documentary method. The research population consisted of scientific documents and sources related to philosophy education and Philosophy for Teachers programs. Relevant documents were selected purposively and analyzed through coding and interpretive analysis. Data collection tools included note-taking and content checklists whose validity and reliability were evaluated by experts in the field.

Findings: The findings indicated that knowledge in the P4T program is viewed as a dynamic, human-centered, reflective, and experience-based process. Major sources of knowledge included reason, experience, intuition, dialogue, language, reflection, and social interaction. The cognitive process was grounded in inquiry, critical thinking, reflective practice, narration, and teacher–learner interaction. The validity of knowledge depended on rational justification, critical evaluation, openness to critique, and coherence between thought and lived experience. The results further demonstrated a reciprocal relationship between knowledge and educational practice, where teachers act as facilitators of thinking and embody knowledge through reflective educational action.

Conclusion: The Philosophy for Teachers program, through emphasizing philosophical thinking, reflective inquiry, and the integration of knowledge and practice, can contribute significantly to teacher development and educational improvement. Attention to its epistemological foundations provides opportunities for theoretical reconstruction and localization of philosophical teacher education while fostering critical thinking, professional self-awareness, and informed pedagogical decision-making among teachers.

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