Abstract
Background: The adequacy and efficiency of an educational system in the academic settings depend on the teachers’ philosophical mindedness and the ruling approach of educational philosophy. Therefore, the lack of knowledge about the philosophical foundations of education can adversely affect the educational system. The current study investigates the faculty members’ philosophical mindedness and educational philosophy of the Semnan University of Medical Sciences.
Methods: This descriptive correlational study was conducted on full-time faculty members of Semnan University of Medical Sciences selected by convenience sampling method in 2020. Zinn’s Philosophy of Adult Education Inventory and Komeli’s philosophical mindedness questionnaire were used to assess participants’ educational philosophy and philosophical mindedness, respectively. Pearson’s and Spearman’s correlation coefficients and the regression analysis were used for the inferential analysis.
Results: Data collected from 62 faculty members were finally analyzed. It was found that most of them (56 faculty members, 95.2%), had an average philosophical mindedness, and behaviorism dominated their educational philosophy. The variable components of philosophical mindedness (i.e., comprehensiveness, penetration, and flexibility) were not significantly different between participating faculty members from different faculties (P>0.05). The highest mean score of philosophical mindedness was related to comprehensiveness (47.54±4.9), followed by penetration (43.40±4), and finally flexibility (32.38±3.7). Based on the results, philosophical mindedness and educational philosophy are significantly correlated. The regression coefficients revealed that, flexibility affected predicting the tendency towards liberalism and progressivism, among the elements of philosophical mindedness. In contrast, comprehensiveness and penetration affected predicting radicalism. The results obtained showed an average level of philosophical mindedness among the professors participating in this study.
Conclusion: The results indicated an average level of philosophical mindedness among faculty members participating in this study. Therefore, courses should be held in their empowerment programs to strengthen the philosophical mindedness of the faculty members. Furthermore, these courses will positively affect educational philosophy. In addition, courses in critical thinking are required. This type of thinking is beyond the ability to solve problems; it gives a philosophical orientation to thinking.