Evaluating a comparative study of the nature of science from Farabi and Moren’s perspectives and its implications on training sciences

Pages: 256-263
Ali Khosh Iqbal Fard and Mohammad Hasan Mirza Mohammady (Department of Education Science, Shahid University, Iran)
Masoud Masoudi (Department of Psychology and Education, Faculty of Education, Herat University, Afghanistan, South Asia)

The present study purpose is to obtain new educational implications derived from the adaptation of Farabi and Moren votes about science. This study has been done by a comparative procedure and using progressive inference method to discover educational implications. The study explains the findings after explaining the Farabi and Moren general idea, providing the quad questions and expressing the research method. According to these findings, Farabi it has perceived science is based on certainty, equal to value, united with philosophy, and considers and Moren science come from uncertainty with complex entanglements under the criticism of science in the modern world . Farabi and Moren have common opinions through training about the unity of science while multiplicity, the unity of science and philosophy, trans disciplinary training, increasing the authority of the student, and building an ideal society. They also have significant differences in the teleology, the place of logic in science and learning, the type of science unity, and the teleology of science. Significant implications have been provided to design a new educational pattern based on these recognized features of adaptation of the two philosophers’ views on the subject of science in the final section. There is a new approach in designing the curriculum among this adaptation, which not only can solve the crises caused by specialization, but also by changing the viewpoint to science nature provide a possibility of synergy between specialists of various sciences from the learning stage.