A critique of Martin Buber’s dialogical and its implications in the realm of children’s education

Mohseni, Azam; Sayf, Seyed Massoud; Fath Taheri, Ali

doi:10.30465/os.2020.5531

Document Type : Research Paper

Authors

¹ Ph.D. Candidate in Philosophy, Department of Philosophy, Imam Khomeini International University, Qazvin

² Associate Professor of Philosophy, Department of Philosophy, Imam Khomeini International University, Qazvin

https://doi.org/10.30465/os.2020.5531

Abstract

educators criticized this concept and said that the teaching process should be led by the teacher alone and students cannot and shouldn’t play a role in this process. Buber pointed out that there must be a safe distance between teacher and student to maintain the educational relationship; meanwhile, introduced the doctrine of “Education based on Dialogue”. In other words, he calls the educational relationship as a kind of “I – Thou relationship”. Now the question is that while Buber knows the “I – Thou relationship” as a mutualrelationship, how can he interpret the relationship between teacher and student as a “I – Thou relationship” and at the same time he says it is one-sided inclusive.

Keywords

References

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Occidental Studies

A critique of Martin Buber’s dialogical and its implications in the realm of children’s education

References

References

Volume 11, Issue 21 - Serial Number 21
September 2020
Pages 229-246

A critique of Martin Buber’s dialogical and its implications in the realm of children’s education

References

References

Volume 11, Issue 21 - Serial Number 21September 2020Pages 229-246

Volume 11, Issue 21 - Serial Number 21
September 2020
Pages 229-246