Education from a Philosophical Perspective: A Comparation between Classical Education and Interactive Education

التربية من وجهة نظر فلسفية: مقارنة بين التربية الكلاسيكية والتربية التفاعلية

Abstract

This research paper serves as an opportunity to explore education from a philosophical perspective, tracing its evolution from classical conceptions to the modern interactive model. The article begins by revisiting the origin of the term "education" and clarifying the meaning and features of classical education. It then addresses the philosophy of education, examining the connection between philosophy and education and the role philosophy plays in questioning, guiding, and reassessing various educational issues. In philosophical thought, education is a central concern, defined as a formative process that links intellectual and moral development. This paper aims to shed light on this by analyzing a range of philosophical views, including those of Plato, Rousseau, and contemporary thinkers like Gramsci, and Dewey, in order to compare their perspectives and highlight points of convergence and divergence. Furthermore, the paper offers a critique of traditional education as an authoritarian model based on rote learning, discipline, and repression. In contrast, it emphasizes the interactive educational model, grounded in experience, social interaction, and connecting knowledge to life. In this context, the work will present the educational philosophy of the American thinker John Dewey. Finally, the study will analyze the challenges of education in the contemporary context, highlighting the importance of interactive education as a tool for building a democratic and adaptable society in the face of digital and cultural transformations.