Review and critique of the philosophical-educational approaches governing children's animations based on the philosophy of Islamic education

• Title: Review and critique of the philosophical-educational approaches governing children’s animations based on the philosophy of Islamic education
• Researcher: Zeinab Naderi
• Supervisor: Seyed Hamidreza Alavi
• University: Shahid Bahonar University of Kerman
• Degree: Ph.D.
• Major: Philosophy of Islamic Education
• Defense Date: 1396/12/19 (2018/03/10)

Abstract:
One of the environmental factors for children that holds special importance in their lives and with which they spend a lot of time is cartoons and animations. Therefore, examining animations in terms of their potential impact on children is of great significance. Based on top animations that have received Academy Awards in the last 10 years, the present study has critiqued and analyzed their philosophical concepts in the fields of ontology, anthropology, and axiology. To this end, data was collected through repeated viewing of the animations, scrutinized and examined using the reflective or intellectual content analysis method, and their fundamental concepts were extracted in the three areas of ontology, anthropology, and axiology. In the fourth chapter, the divergences of the extracted concepts in the three stated areas are examined from the perspective of Islamic-Quranic education and critiqued. Finally, the fifth chapter of the present study summarizes and concludes, offering four-clause recommendations to prevent the harmful consequences of animations for children. Overall, in addition to the positive aspects present in each animation and addressed in each case, the results indicate the dominance of liberalism, humanism, Western imperialism, and feminism in most animations produced by Western companies. In contrast, the Islamic-Quranic perspective believes in God’s sovereignty over the affairs of the world as well as adherence to divine laws and rules under the umbrella of human free will and agency. Therefore, it is necessary for parents and authorities to make the necessary efforts to elevate the media literacy of themselves and their children so that the negative educational consequences—which contradict Islamic beliefs—of animations do not infiltrate children’s beliefs and actions.
Keywords: animation, philosophical approach, cosmology, anthropology, axiology, philosophy of Islamic education