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Comparison of Theories of Pragmatism and Reconstructionism in Relation to Teaching Ethics and Legality to Students
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Abstract: (413 Views) |
Background: Morality and legality play an important role in creating a hidden but vital connection between people. Therefore, the main purpose of this study was to identify the views of the two theories of pragmatism and reconstructionism in relation to teaching ethics and legality to students. For this purpose, by reviewing written books and electronic sources, the materials were collected in a library method and interpreted using a descriptive tool, using a descriptive method.
Conclusion: The results indicate that the two theories of pragmatism and reconstructionism (neo-pragmatism) in the field of teaching ethics and legality to students have special educational elements. Each of these theories has educational principles and principles, educational goals, educational content, educational methods and evaluation in relation to ethics education and legislation, which have similarities and differences. Contemporary scholars of classical pragmatism defend experience as the heart of pragmatism, while neo-pragmatists abandon the concept of experience in favor of purely linguistic pragmatism. Common sense, which is a very central issue for pragmatism, is an individual and interpersonal issue for modern pragmatism. Modern pragmatism is a third type of interpretation from Dewey's point of view and is sometimes known as linguistic pragmatism and the postmodern version of pragmatism.
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| Keywords: Pragmatism, Reconstructionism, Ethics education, Legitimacy |
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Full-Text [PDF 477 kb]
(200 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2022/04/22 | Accepted: 2022/06/27 | Published: 2023/11/20
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