{"id":1718,"date":"2020-03-10T23:08:17","date_gmt":"2020-03-10T19:38:17","guid":{"rendered":"http:\/\/koodak.tv\/en\/?p=1718"},"modified":"2020-03-10T23:08:55","modified_gmt":"2020-03-10T19:38:55","slug":"study-and-criticism-of-philosophical-educational-approachs-dominant-on-childrens-animation","status":"publish","type":"post","link":"http:\/\/koodak.tv\/en\/1718\/study-and-criticism-of-philosophical-educational-approachs-dominant-on-childrens-animation\/","title":{"rendered":"Study and criticism of philosophical- educational approachs dominant on childrens animation"},"content":{"rendered":"\n

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Title :\u00a0<\/strong>Study and criticism of philosophical- educational approachs dominant on childrens animation according to philosophy of islamic education<\/p>\n\n\n\n

University student :<\/strong>\u00a0Zeinab Naderi<\/a><\/p>\n\n\n\n

Supervisor :\u00a0<\/strong>Dr. Seied Hamid Reza Alavi<\/p>\n\n\n\n

University :\u00a0<\/strong> Shahid Bahonar University of Kerman <\/p>\n\n\n\n

Cross section:\u00a0<\/strong> PhD <\/p>\n\n\n\n

field :\u00a0<\/strong> Philosophy of education <\/p>\n\n\n\n

defense date :\u00a0<\/strong> January 2018 <\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n\n

One of the\nenvironmental factors that has a significant role in children\u2019s life is\ncartoons and animations and they spend rather a long time watching these. Thus\nstudying animations is absolutely important since they can affect children a\ngreat deal. The present research is based upon studying great and Oscar winning\nanimations produced during 10 past years and the philosophical concepts within\nthese considering ontology, anthropology and epistemology have been thoroughly\ninvestigated. The data have been gathered by watching each of these animations\nseveral times and then their cognitive content has been accordingly analyzed\nand the basic concepts have been extracted regarding ontological,\nanthropological and epistemological domains. In the fourth chapter the points of distinction among these\nextracted concepts have been defined and evaluated according to Islamic-Quranic\npedagogy approach. Finally in the fifth chapter of this study the concluding\nthoughts have been presented and suggestions have been made in four sections\nproposing how to prevent children from harmful consequences of watching\nanimations. The results showed that every animation besides having positive\naspects, that each has been discussed,\nindicates the dominance of liberalism, humanism, western\nimperialism and feminism that exist in most of animated motion pictures\nproduced by western movie production companies. On the contrary in\nIslamic-Quranic approach it\u2019s believed that God rules over the universe and\nman\u2019s obligation to divine laws and rules is not against his freedom of will\nand choice. Thus it\u2019s necessary that parents and\nauthorities make an attempt to improve educational values of media\nfor children to prevent children\u2019s behaviors and actions from being affected by\nthe negative consequences of animations which diverge from Islamic beliefs and\nlearnings.<\/p>\n\n\n\n

\u00a0\u00a0\u00a0\u00a0\u00a0 Keywords:<\/strong><\/p>\n\n\n\n

animation, philosophical approach, ontology, anthropology, epistemology, Islamic educational philosophy<\/p>\n\n\n\n