Aesthetical Social Education as an Alternative Paradigm Dogmatistic Social Education
One of profound problems in human interactions is dogmatism. A dogmatist is so certain about his or her thoughts that assumes them perennial and indispensable, as a result would acquire an offensive morale and pertinacity against the others' attitudes and try to deny them. This kind of behavior...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fas |
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Iranian Institute for Social and Cultural Studies
2015-09-01
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| Series: | Taḥqīqāt-i Farhangī-i Īrān |
| Subjects: | |
| Online Access: | http://www.jicr.ir/article_196_54806a4726d44fc4a5a0ae18e7f95908.pdf |
| Summary: | One of profound problems in human interactions is dogmatism. A dogmatist is so certain about his or her thoughts that assumes them perennial and indispensable, as a result would acquire an offensive morale and pertinacity against the others' attitudes and try to deny them. This kind of behavior leads to a distortion in human interactions and to a conflict between individuls in different social levels, including family and various groups and fractions, and even between two societies. After describing dogmatism and aesthetics, this article analyzes the dogmatists ideas and then it discusses the rules and methods based on social education. After that aesthetic principles based on different scientists’ ideas and the social-educational rules, which can be underestood from these aesthetic principles, will be discussed. Ultimately some aesthetic –social principles, derived from aesthetic- social education will be presented. This essay also deals. with using the above-mentioned principles via educational system to reform the negative effects of dogmatic-social education. |
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| ISSN: | 2008-1847 2476-5058 |