تحليل تطبيقي روش هاي رايج آموزش فلسفه اسلامي و آموزش روش هاي رايج فلسفه در فرانسه در مدارس(در مقطع دبيرستان) و شناخت چالش هاي آن

Comparative Analysis of Common Methods of Teaching Islamic Philosophy an‎d Common Methods of Teaching Philosophy in France in High Schools (Secondary Level) an‎d Identifying Their Challenges

فلسفه و كلام اسلامي

This study aims to provide a comparative analysis of the preva‎lent methods of teaching Islamic philosophy in Iran an‎d general philosophy in France at the high school level, focusing on the challenges an‎d educational outcomes associated with these approaches. Employing a qualitative case study methodology, the research investigates two distinct educational contexts: the Iranian high school system, where Islamic philosophy is integrated within a culturally an‎d religiously influenced curriculum, an‎d the French lycée system, where philosophy is taught as a secular subject emphasizing critical thinking, debate, an‎d analytical writing. Data were collected through semi-structured interviews with educators, curriculum designers, an‎d subject experts, as well as a comprehensive review of textbooks an‎d educational documents from both countries. The findings reveal fundamental differences in educational philosophy, instructional methods, an‎d the role of the teacher, while also identifying areas of convergence, particularly in promoting independent thinking an‎d moral reasoning. In Iran, teaching methods are more prescriptive an‎d heavily influenced by religious an‎d cultural frameworks, whereas in France, pedagogy encourages open-ended inquiry, discussion, an‎d intellectual autonomy. The comparative analysis highlights the influence of societal, cultural, an‎d political factors on curriculum design an‎d classroom practice, an‎d emphasizes the potential benefits of integrating reflective an‎d dialogical teaching strategies to enhance philosophical education in both contexts. This research contributes to the field of comparative education by providing an in-depth understan‎ding of how philosophical instruction can foster critical an‎d independent thought within culturally diverse educational systems, offering insights for policymakers, educators, an‎d curriculum developers seeking to improve philosophy teaching practices globally.

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