New-Conceptualization of Cartesian Doubt according to the Epistemological Criticisms of Protagoras Sophist Doubts in order to Deduce the Principles of Teaching-Learning

پژوهش نامه مبانی تعلیم و تربیت

Article 3, Volume 7, Issue 2, March 2018, Pages 79-102   

Document Type: پژوهشی

DOI: 10.22067/fedu.v7i2.66782

Authors

mohammad mozaffar^{* 1}; Seyed Mahdi Sjadi¹; Khosro Bagheri Noparast²; Alireza Sadegzadeh Ghamsari¹

¹University Tarbiat Modares

²University tehran

Abstract

The present article is devised to deduce the new principles of new conceptualization of Cartesian doubt based on epistemological criticisms of Protagoras Sophist doubts. The findings of this study indicate that Descartes'epistemic style in a cross-sectional skepticism, Conjecture, discontinuous epistemic deterrence, intrinsic independence and self-centeredness of man, quantitativeism, criticism, rule of thumb, and coherence are criticized for the principles of teaching-learning in the educational system. One of these criticisms is the critiques made by the Protagoras Sophist doubts for cartesian doubts on the presentation of general rules, originality and equality of reason, the agent, the degree and criterion of truth, epistemic structuralism, the unification and classification of sciences, skepticism procedure and the search of truth, Criticism and denial of cultural-social conditions and in order to overcome this gap and defects, from its point of view, it has been redesigned. And with the inference of persistent research criticism, critical criticism, qualitative deterrence, artisticism, multiple self-orientation, the combination of horizons, representations- distribution of it in teaching-learning, it has hindered dogmatism and a systemic suspicion in Cartesian doubts.

Keywords

doubt; Descartes' method doubt; sophist doubt; Protagoras; teaching-learning principles; new conceptualization

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