Explaining and relativizing the philosophical counseling approach with the concept of education

Authors

1 Ph.D. Student of Philosophy of Education, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Associate Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

3 Assistant Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

4 Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

The changes of the new age bring with it moral and psychological challenges that also manifest themselves in the field of education. Intellectual, psychological and counseling approaches to deal with such issues are not effective enough, and therefore we need to apply a new approach in the education system. Philosophical counseling approach is more relevant to the true meaning of education than other conventional approaches in the field of counseling and has educational value due to its nature, so this approach in the face of educational-ethical challenges can lead to improving the intellectual status of students. Therefore, in this research, we will explain and compare the approach of philosophical counseling with the concept of education in a descriptive-analytical method. The results of the study of philosophical schools and theories, the views of philosophers and great educational educators and thinkers of the philosophical counseling approach indicate that philosophical counseling is related to the concept of education in key elements, goals and functions.

Keywords

References

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Biannual Journal of Applied Counseling
Volume 10, Issue 2
October 2020
Pages 99-122

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History

  • Receive Date: 03 January 2021
  • Revise Date: 14 February 2021
  • Accept Date: 01 March 2021

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