Explanation of the components of the curriculum based on the educational approaches of Plato and Farabi
Subject Areas : Research in Curriculum Planning
Marzieh
Eslamyan
1
()
Narges
Keshtiaray
2
()
Keywords: Plato, Farabi, Qualitative Content Analysis, Curriculum,
Abstract :
Curriculum is one of the youngest domains of human knowledge. Definition of its limits and boundaries has been followed by many ups and downs. One of the basic foundations of curriculum is its philosophical foundations, which is like a guide light in response to the questions of ontology, epistemology and axiology. Among the great philosophers of education, there are ones who have comprehensively considered impression, objectives, principles, methods and the necessity of this important process. One of these great philosophers is Plato, the father of West's philosophy, and the other one is Farabi who is called the second teacher, as the father of Islamic philosophy. This study reviewed their educational approaches and opinions to define the components of curriculum. In order to achieve this important goal, the research method of qualitative content analysis has been used. Information collected using a library method and then analyzed through applying the inductive categorization system. The obtained results indicated that both of Farabi and Plato believed in education goals including physical, chimerical, moral, intellectual and social objectives. Plato's lesson contents are as follows: habituate children to play, develop physical strengths, literacy training, military training and teaching philosophy, literary material and dialectics. Farabi focuses on the content that directs the man towards cognition of the God, trust and following up the instructions and then leading to cognition of the man himself as the God's creature. According to Plato, the dialogue approach is the most important teaching method. Farabi focuses on the two persuasive and argumentative methods on teaching approach.
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