Aesthetic Education from the Perspective of Allameh Jafari and John Dewey Based on Moral Education
Keywords:
Aesthetics, Moral Education, Allameh Jafari, John DeweyAbstract
Aesthetics, as one of the most significant domains of the philosophy of education, plays a determining role in the development of various dimensions of human personality. The present study aims to examine and comparatively analyze the views of Allameh Mohammad-Taqi Jafari and John Dewey regarding aesthetics grounded in moral education. Adopting a qualitative approach and employing textual analysis of the primary sources related to the ideas of these two prominent thinkers, the study explores the key concepts of aesthetics, its relationship with moral education, and the educational implications of each perspective. The research method is descriptive-analytical and inferential. The findings reveal that in Allameh Jafari’s thought, beauty and morality possess an existential and essential connection; the experience of truth and human perfection depends on the recognition and understanding of the beauties of creation and art. Accordingly, aesthetic education serves as a foundation for deepening knowledge and cultivating moral virtues in human beings. Conversely, John Dewey, by emphasizing the aesthetic experience, considers emotional growth and creativity as factors that enhance moral sensitivity and responsibility, viewing art as a context for the formation of human and social values. Despite differences in their ontological and epistemological foundations, both thinkers emphasize the importance of aesthetic education and its impact on the moral and personal development of human beings. The implications of this study suggest that attention to aesthetic dimensions in education can play a significant role in moral education, the creation of shared meaning, and the reinforcement of human values within Iran’s educational system.
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Copyright (c) 2025 Zohreh Yaseri (Author); Nasrin Ghanbari; Leila Safaei Fakhri (Author)
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