دوره و شماره: دوره: 19 شماره: 53
تعداد مقالات: 44

Hegel and the Modern World

صفحه 25 - 42   دوره 19    شماره 53

Hegel After Heidegger

صفحه 43 - 58   دوره 19    شماره 53

The Sound of Subjectivity: On the Actuality of Hegel’s Music

صفحه 59 - 70   دوره 19    شماره 53

From Hegel to Heidegger… And back

صفحه 1 - 24   دوره 19    شماره 53

Hegelian Geographical Sensibilities

صفحه 93 - 110   دوره 19    شماره 53

Hegel: Radical Materialist or Radical Mystic?

صفحه 129 - 148   دوره 19    شماره 53

The Trait of Oneness: Foundations of Slavoj Žižek’s Lacanian Hegel

صفحه 149 - 176   دوره 19    شماره 53

The Priority of Intellectual Production and Creation in the Hegelian Understanding of Property

صفحه 111 - 128   دوره 19    شماره 53

Hegel, Concepts, and Computation

صفحه 71 - 92   دوره 19    شماره 53

Hegel as Philosophy’s Shakespeare: drama and the unconscious

صفحه 195 - 208   دوره 19    شماره 53

Absolute Freedom in Anglophone Hegel Interpretation, and Its Implications for Technological Utopianism

صفحه 177 - 194   دوره 19    شماره 53

Hegel, America, and the Crisis of the Sittlichkeit

صفحه 209 - 224   دوره 19    شماره 53

Rational Religion in the Modern World: Hegel's Conception and 21st Century Modernity

صفحه 225 - 240   دوره 19    شماره 53

How Is Reliability Useful? Collaboration in Social Studies Textbook Research

صفحه 241 - 252   دوره 19    شماره 53

A Reflection on Iran’s Current Philosophy of Education

صفحه 267 - 284   دوره 19    شماره 53

Higher Education Without Commodification, Mechanization or Moralization

صفحه 253 - 266   دوره 19    شماره 53

Teaching The Philosophy of Art in Elementary School

صفحه 307 - 314   دوره 19    شماره 53

Beyond Political Neutrality and Impartiality: Towards Transformative Civic Education in Undemocratic Times

صفحه 315 - 330   دوره 19    شماره 53

Investigating the Compatibility of Neuroscience and Education from the Perspective of Philosophy of Education

صفحه 285 - 306   دوره 19    شماره 53

The Educational Potentials of Digital Games for Cultivation of Abstract Thinking in Children: a conceptual-phenomenological analysis of ‘Minecraft’

صفحه 331 - 360   دوره 19    شماره 53

Educational Philosophy Professors’ Perspectives on Missions of Educational Philosophy: The case of Iranian and non-Iranian contexts

صفحه 361 - 382   دوره 19    شماره 53

Technology: From Serving the Teacher to Aspiring to Ruling; Is It Possible?

صفحه 423 - 438   دوره 19    شماره 53

Design as a School of Ethics: A Hegelian Approach to Moral Life in Designers

صفحه 383 - 398   دوره 19    شماره 53

From Knowledge to Wisdom: Education, Identity, and Curriculum in Shaping Life Today

صفحه 399 - 422   دوره 19    شماره 53

Consciousness and Education: A Neurophenomenological Take on Contemplative Pedagogy

صفحه 439 - 452   دوره 19    شماره 53

An Analysis of Actor-Network Theory and Its Implications for the Application of Artificial Intelligence in Education

صفحه 479 - 498   دوره 19    شماره 53

Teachers’ Experiences of Implementing the English Language Curriculum in Virtual Learning Environments: a phenomenological study in iranian lower secondary schools

صفحه 453 - 478   دوره 19    شماره 53

The Model of “Normative Education” based on Mulla Sadra's Philosophical System

صفحه 499 - 520   دوره 19    شماره 53

Iranian Teachers’ Philosophy of Technology: a stieglerian transcendental critique

صفحه 521 - 546   دوره 19    شماره 53

The Phenomenology of Attentional Care in the Synchronous Platform Classroom: care ethics, emotion, and attentional justice in 21st century education

صفحه 547 - 574   دوره 19    شماره 53

Ontologies of Distributed Leadership: a heideggerian reinterpretation of educational management as dwelling-in-practice

صفحه 575 - 590   دوره 19    شماره 53

Developing Virtue-Based Education in School: identifying prominent affecting factors

صفحه 627 - 654   دوره 19    شماره 53

What Are the Eight Duties of a Teacher in Nel Nodding’s Philosophy of Education?

صفحه 615 - 626   دوره 19    شماره 53

Educational Passivity: Levinas’s philosophy of moral education and the possibility of "Learning from the Other"

صفحه 656 - 682   دوره 19    شماره 53

Critique-Oriented vs. Framework-Oriented Approaches in Education: proposing a middle path for physics teaching based on Thomas Kuhn’s philosophy

صفحه 591 - 614   دوره 19    شماره 53

Ethical Problems of Contemporary AI

صفحه 683 - 692   دوره 19    شماره 53

Challenges in the Pedagogy of Clinical Reasoning: a philosophical reframing

صفحه 713 - 736   دوره 19    شماره 53

Kant, Quantum Physics and Transcendental Judgments

صفحه 737 - 754   دوره 19    شماره 53

Paraconsistency and its Possibilities: a personalised and partial perspective of the past

صفحه 693 - 712   دوره 19    شماره 53

Beyond Youth Nihilism; Philosophy and the Empowerment of Young People “Not in Education, Employment or Training”

صفحه 757 - 776   دوره 19    شماره 53

Back to the Future a New Philosophy of Man or Philosophical Anthropology

صفحه 755 - 766   دوره 19    شماره 53

The Circle Genealogy of Sheikh al-Ishraq Eternal Dough and the Genealogy of Suhrawardi

صفحه 787 - 804   دوره 19    شماره 53

Two Aspect Reading of Kant’s Thing in Itself

صفحه 805 - 828   دوره 19    شماره 53

Hermeneutic Analysis of Ibn Arabi’s Theory of “Continuous Revelation” and Its Comparison with Roland Barthes’ Theory of “Open-Closed Texts”

صفحه 829 - 846   دوره 19    شماره 53
دانشگاه شهید بهشتی
Anonymous peer review
فارسی - Persian
داوری یک سو ناشناس