Designing a Model of School as an Environment for Living and Learning from a Postmodern Perspective: A Study with a Phenomenological Approach
Hossein Aflaki Fard
1
(
)
Korosh Asmand
2
(
Philosophy and Theology Education Department, Farhangian University, Tehran, Iran.
)
Mohammad Ghalenoei
3
(
Primary school principal
)
Saheb Mousavi
4
(
Department of Educational Sciences, Farhangian University, Tehran, Iran
)
Keywords: Postmodernism, School, Environment for Living, Learning, Lived Experience, Phenomenology, ,
Abstract :
Introduction: In today’s world, schools as educational institutions primarily focus on knowledge transmission and academic achievements, often neglecting students' emotional, social, and cultural needs. This study aims to design a model of "School as an Environment for Living and Learning" based on postmodern perspectives and students' lived experiences. The primary objective of this research is to identify the key components necessary for creating an educational environment that, alongside academic learning, fosters the holistic development of students in various dimensions of life.
research methodology: This qualitative study employs a phenomenological approach. Data were collected through semi-structured interviews with secondary school students in the city of Marvdasht. Participants were purposefully selected, and 15 interviews were conducted until theoretical saturation was achieved. Data analysis was performed inductively using thematic analysis.
Findings: The findings revealed seven key components for designing the "School as an Environment for Living and Learning" model: purpose, content, teacher, student, school, methods and tools, and evaluation. This model emphasizes the creation of a democratic and participatory environment where students are recognized as the most active elements of the learning process. Educational content should be tailored to students' needs and interests, and teachers should act as learning facilitators. Additionally, evaluation should be process-oriented and based on continuous feedback.
Conclusion: The proposed model in this study can serve as a comprehensive solution for educational system reform, transforming schools into joyful, dynamic, and creative spaces. This model not only emphasizes the enhancement of academic skills but also considers students' social and personal development. Finally, it is recommended that this model be implemented in various schools and its outcomes evaluated to establish a practical and effective framework for educational systems.
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