A Quasi-Transcendental Approach for Removing Hierarchical Teacher-Student Relation

Autor/inn/en	Yusofi, Mahdy; Zarghami-Hamrah, Saeid; Ghaedy, Yahya; Mahmudnia, Alireza
Titel	A Quasi-Transcendental Approach for Removing Hierarchical Teacher-Student Relation
Quelle	In: Policy Futures in Education, 16 (2018) 3, S.346-359 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210317736205
Schlagwörter	Teacher Student Relationship; Cooperative Learning; Teacher Role; Student Role; Educational Change; Educational Philosophy; Educational Practices + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Lehrerrolle; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis
Abstract	In the present study, we adopt a quasi-transcendental approach in order to deconstruct the teacher-student relationship. According to the results of this study, teacher is the dominant pole and student is the passive one. This relation should be redefined in order to transfer students to the dominant pole. In this improvement process the authoritative role of teachers as information transferors and developers is changed to helpers and facilitators. The results of quasi-transcendental analysis of the teacher-student relationship indicated that the conceptual emergence of being a teacher and being a student are dependent and make sense together. Therefore, a teacher is essential for defining student status and vice versa. In this way, they are defined together and in the absence of one of them, the other one would be meaningless. As a result, students would assume a more active role in the educational process and they would deal with the discovery and construction of knowledge in an action-based process. Furthermore, the student would realize concepts such as the centrality of learner, cooperative learning, etc., more efficiently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01