Purpose: The current research was conducted with the aim of Identifying the current situation and validating the framework of using imagination in the philosophy education program for students.
Method: The research was fundamental-applied in terms of purpose and qualitative in terms of the type of data. The statistical population of the research was university experts. The validity of the interview form was confirmed in the form of content validity by 30 experts in the field of educational management using the opinions of supervisors and construct validity (confirmatory factor analysis). After receiving and collecting data about the desired variables in relation to the order, categorization and coding of the answers and recognition of the components of imagination in the philosophy education program for students through inference from the related and examined concepts and themes, it was done that in The maximum dimensions and components of imagination were also counted in the program of teaching philosophy to students. To evaluate the validity of this qualitative research, four criteria of acceptability, transferability, reliability and confirmability were used.
Findings: The significance level in each component (except educational and technological components) is less than 0.05, so the null hypothesis is rejected with 95% confidence for these components and the research hypothesis is confirmed. In other words, the condition of these components is optimal (according to the average difference, which are positive numbers).
Conclusion: According to the results, the place of imagination in the goals of philosophy for students includes individual, social and educational positions, and it is necessary to pay attention to the reconstruction of mental patterns by students as well as their critical thinking in the category of goals.
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