The Aims of Education in Analytic Philosophy: With Emphasis on Intellectual and Social Development

Mohammad Mehdi Naderi

doi:10.61838/q5zrt965

Authors

Mohammad Mehdi Naderi Department of philosophy, AZ.G., Islamic Azad University, Azadshahr, Iran https://orcid.org/0000-0001-5344-2898

DOI:

https://doi.org/10.61838/q5zrt965

Keywords:

Analytic Philosophy, Philosophy of Education, Educational Aims, Intellectual Development, Social Development, Rational Autonomy, Critical Thinking, Social Responsibility

Abstract

Purpose: This study aimed to identify and explain the aims of education in analytic philosophy, emphasizing the components and interrelationship of intellectual and social development.

Methods and Materials: This qualitative study was conducted among 18 experts in Tehran, Iran, selected through purposive sampling. Participants were faculty members, researchers, and educational specialists with doctoral qualifications and relevant experience in philosophy of education, analytic philosophy, curriculum studies, or educational sciences. Data were collected through a review of philosophical and educational sources and semi-structured, in-depth interviews lasting approximately 50–75 minutes. Sampling continued until thematic saturation was achieved. The interviews were recorded, transcribed verbatim, and analyzed using inductive–deductive thematic analysis. Credibility was enhanced through member checking, documentary comparison, peer review, and prolonged engagement with the data. Dependability and confirmability were supported by an audit trail, reflexive notes, and systematic comparison of interpretations with the original transcripts.

Findings: Analysis generated 428 initial codes, of which 167 substantive codes were organized into 29 subcategories, 9 main categories, and 3 overarching themes. The first theme, intellectual development as the formation of rational autonomy, comprised conceptual understanding and clarity, critical and evidential reasoning, and autonomy accompanied by openness of mind. The second theme, social development as preparation for responsible collective life, included dialogical competence and recognition of others, ethical and civic responsibility, and cooperation and democratic participation. The third theme concerned the integration of intellectual and social development through the unity of rationality and social responsibility, a rational and democratic learning environment, and the formation of a reasonable person.

Conclusion: Analytic philosophy conceives education as the integrated formation of individuals who think clearly and independently, revise judgments in light of evidence, recognize others as equal participants in inquiry, and contribute responsibly to collective life; therefore, intellectual autonomy and social responsibility should be pursued as interdependent educational aims.

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