Knowledge
7 articles filed under this keyword.
Natural Education and the Principles of Epistemology by Jean-Jacques Rousseau
Hemn Rasul Hamdamin, Muslim Hassan Mohammed
As one of the pioneers of European Enlightenment philosophy and social covenant, Rousseau advocated freedom and public will, believing that man is endowed with this freedom by nature. A free and independent citizen learns and develops through his own natural experiences and his opinions are shaped, the individual must be in active communication with nature, sovereign over its moral and rational issues, to achieve this goal, the philosophy of natural education as one of the new directions, criticizes and rejects the directions of traditional education, so Rousseau's educational views left a strong influence on the school and philosophers after him, this influence continues to this day. Rousseau's views are mainly expressed in the book of (Emile), He believes that the education process should be in line with the stages of natural development of children, not directed by culture, processes and social agreements in society. Because nature gives man complete will and freedom from the beginning, but society and its institutions deprive him, moral values and human actions are related to nature and under natural laws, not above it. Man is considered to know nature as a child, not society. This paper examines the philosophy of education from Rousseau's perspective using analytical approach. In this paper, the concept of nature in general and the nature of children and the principles of knowledge are discussed. Children's participation in the education process and empirical education reveal Rousseau's significant in the field of education.
Volume 12 · Issue 1 · February 2025The Power in the View of Michel Foucault
Zryan Hamza Aziz, Darstan Abdulrahman Hussien, Bayar Othman Qadr
Michel Foucault is a well-known French philosopher who has a different understanding of the concept of "power" and emphasizes that power is different from what we know and that we do not see its hidden facets. Modern power has completely changed from the imposition of power, from the will of the individual to self-imposing, and it is no longer in its old forms. It is available in all places and at all times, and it is applied equally to all without distinction. Foucault analyzes the concept of power in terms of its quality and divides it into two parts according to the time and time in which it is exercised, namely the power of the state and the authority of pastoralists. The power of the state is a modern form of power that seeks to impose its supreme hegemony over the entire society. The disciplinary power portrays the ruler as a shepherd and the community as a herd and gives the ruler the responsibility of full care. In Foucault's view, the enabling environment of power that tells us what is true and what should not be said is called "discourse." It has a strong relation with the government and has the power to strengthen or weaken it. In the same way, "knowledge" is closely related to power and influences the direction of the individual and becomes the basis for the development of his or her views on authority. In Foucault’s view the power comes in a variety of ways. such as the power of repression, the power of the sovereign, the power of discipline and the power of bio-power. The government is responsible for the subjugation and subjugation of the citizens. The government is trying to impose its dominance and sovereignty on the community. The Disciplinary Authority works on the rules and regulations of the organization of the society, and the Biopower works on the revitalization of the society and uses the latest methods of community management.
Volume 11 · Issue 5 · October 2024Doubt Method Between (Al-Ghazali and Descartes)
Kaify Abubakr Hamad, Jutyar Ismael Jamal, Aram Qadir Sabir
This research, The Method of Doubt between (Al-Ghazali and Descartes), interprets and explains the similarities and differences of the two philosophers on the issue of knowledge from doubt to certainty. In order to understand the truth and different dimensions of this issue, which belongs to two different worldviews and eras in the medieval Islamic and modern European world, the theses and arguments of both philosophers on doubt as the beginning and path to knowledge and certainty are discussed. This is done by highlighting their main views on their chain of reasoning, how arguments begin with the precedence of doubt until they reach the truth. Although most of their arguments are similar, but they differ in the way they get rid of doubt and reach certainty. This radical difference is that Descartes reaches certainty and truth through doubt, within rational thinking, and his Cogito (I think, Therefore I am), but Al-Ghazali in his Sufi Philosophical journey (Mysticism), he waits for the truth to be revealed to him by God (Allah) and put into his heart as a bright and illuminating light, which is a kind of enlightenment of the heart. However, despite the methodological differences between both of them in the Rational and the heart knowledge, doubt and the method of doubt for both are steps towards achieving certain knowledge beyond all doubt, to access emphatic knowledge, but each gives different status to consciousness and emotion, as well as to mind and heart. As a result, we find that the experiences of both philosophers in sustaining preconceptions and methods of arriving at truth are important and unique, even though they belong to two different philosophical and religious worldviews.
Volume 11 · Issue 4 · August 2024The Philosophy of Education and Knowledge in the view of Ghazali
Darstan Abdulrahman Hussin, Bayar Othman Qadr, Zryan Hamza Azziz
The abstract of this paper includes sources and methods of access to knowledge and methodic doubt in Ghazali viewpoint and describing the concept of education in the philosophy of Ghazali. The sources of obtaining knowledge in al-Ghazali’s view are not only the senses and the intellect, but also the revelation of the prophets. This means that the prophets own a special knowledge that is not normal to all the people, and the ordinary people must follow. The senses communicate the knowledge of mind, but reaching the truth is not achieved through feelings and minds alone. Emotions and thoughts are doubtful and often deceive us. We do not reach the knowledge of certainty, especially in metaphysical matters. The things that fall on the other side of the world are feelings, so Ghazali uses doubt to reach the knowledge of certainty, and this can be found through guessing. Ghazali thought that human could achieve the truth through the incident. The term ‘Education’ is used in every language which all focus on the preparation and training. Islam has given great importance to education and the Holy Qur'an itself. Imam Ghazali has played a major role in Islamic education. He has many writings, such as ‘Ihya Uloom al-Din’, which is a valuable encyclopedia of renewing the Islamic sciences and Islamic education. Ghazali tried to turn Islamic education towards Sufism. And the goal of Islamic education is to prepare a single believer committed to achieving happiness.
Volume 10 · Issue 4 · December 2023The Relationship between the World and Language in Bertrand Russell's Philosophy
Aram Qadir Sabir
In the contemporary philosophy and more specifically in philosophy of language, one of the essential issues of philosophical studies is the relationship between language, the World and knowledge about the world. Bertrand Russell as one of the leaders in logical analysis in contemporary philosophy considers logical foundation as significant pillar for language. He defines language, meaning knowledge in the context of logic and he forms the world in the logical facts. From here, a link between language and reality will be created, and thus there is an intention to break the other traditions. Bertrand Russell tried to write many books and essays and his literary heritage has become an important asset in philosophical discourses. This study aims under the Russell’s arguments to analyze the relationship between language and the world. It attempts from a different perspective to reach a different form of existence and world. This purpose helps in language activities in manifesting correct knowledge about the world that it has facts, events, state of affairs, reality and logic. Russell's attempts to connect between language and reality in the world produced many valuable arguments and thesis. This is on the foundation of logical analysis changes language to propositions and changes the world to facts instead of things. In addition, arranges all theories about meaning, descriptions, proper names and knowledge through the atomic propositions. Furthermore, he based his understanding to the external world, existing of things and the relations between them on logical language.
Volume 10 · Issue 4 · December 2023Being in Plato’s idea
Zryan Hamza Aziz, Sarkar Hamarashid Said, Kaifi Abubaker Hamad
Human beings own an intelligent and conscious existence. This distinguishes human beings from other creatures. Human beings are characterized by thinking and asking questions about existence in general, their own existence and the universe. No other creatures possess such an intelligence. We ask why am I here and what is the source and nature of my existence? How did this world come into existence? and many other questions, which have become a problem and occupied the human mind. Before and after the rise of philosophy, the question of existence has been an important issue and an essential problem of all time. Consequently, man has been searching for the truth and answers to his questions. Man's consciousness is imperfect, which has become the source of his desires for self-completion and perfection. This imperfection is an incentive for continuous efforts to comprehend the meaning of existence. Throughout the ages, philosophers have sought the nature of the question of existence according to the times in which they lived. The answers to this question have varied, each interpreting it in a different way. Plato interpreted the question of existence under the influence of a number of schools and philosophers. The absolute existence of the Elites became the basis of the idealistic theory of eternal change, in which Heraclitus' philosophy became an important characteristic of the perceived world and material appearances, and benefited from Pythagorean numeracy. Plato's theory of existence is similar to his theory of knowledge, in a way that rises from the senses to the mind, and divides existence into two parts on this basis: The presence of objects and the presence of consciousness. Plato presents his theory of the origin and creation of the universe, which can be called "Plato's geometric nuclear or mathematical theory" about the nature of existence and the distinction between apparent existence and exemplary existence. In Plato's view of absolute existence, the "idea" and the general existence is the existence from which all things in the world originate.
Volume 9 · Issue 2 · March 2022The Attempts of Kurdish Parliamentarians in Iraqi Government to Achieve Education and Literacy in Native Language During(1925-1933)
Mariwan mahmood Muhammed, Ahmad Muhammed-Ameen Qqdir
After the foundation of Iraq in 1921, Kurds tried to achieve their own ethnic right within this new country. Although a part of South Kurdistan (Sulaimania and its suburbs) was not a part of this new government, British authorities made their best to enhance the relationship between Kurds and Iraqi authorities; and as a consequence of Britain insistence and the support of League of Nations, Mosul province was attached to Iraqi government on 16th December 1925, After conducting the election for the foundation assembly, Kurdish representatives made their effort to enjoy formally the right of education in their native language, but this demand was strongly rejected by the majority of the Arab members. Kurdish representatives in the Iraqi House of Representatives, through discussions on the council or by memorandum, called for an improvement in the situation of Kurdish education, and the most notable memorandum that Kurdish representatives presented to the Ministry of Education in June 1928, which called for the reopening of the school that they needed and formed committees to set up books and translate schools into Kurdish, but Ma'arif officials rejected their requests, believing that the curriculum was better in Arabic, and they described the Kurdish language as a weak language. Although under Article (16) of Iraq’s Constitution and Article (9) of the Local Language Act of 1931, education in primary schools with a majority of Kurdish population should have been in Kurdish, however the rules have not been implemented as necessary. The main objective of this research is to demonstrate the efforts of Kurdish representatives to improve the education situation in the Kurdish region, and the research method is to determine the historical truth that Kurdish representatives have requested for Kurdish studies, except for the small number, and many Arabs in parliament have rejected their requests.