NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1179059
Record Type: Journal
Publication Date: 2018-Apr
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1478-2103
A Quasi-Transcendental Approach for Removing Hierarchical Teacher-Student Relation
Yusofi, Mahdy; Zarghami-Hamrah, Saeid; Ghaedy, Yahya; Mahmudnia, Alireza
Policy Futures in Education, v16 n3 p346-359 Apr 2018
In the present study, we adopt a quasi-transcendental approach in order to deconstruct the teacher-student relationship. According to the results of this study, teacher is the dominant pole and student is the passive one. This relation should be redefined in order to transfer students to the dominant pole. In this improvement process the authoritative role of teachers as information transferors and developers is changed to helpers and facilitators. The results of quasi-transcendental analysis of the teacher-student relationship indicated that the conceptual emergence of being a teacher and being a student are dependent and make sense together. Therefore, a teacher is essential for defining student status and vice versa. In this way, they are defined together and in the absence of one of them, the other one would be meaningless. As a result, students would assume a more active role in the educational process and they would deal with the discovery and construction of knowledge in an action-based process. Furthermore, the student would realize concepts such as the centrality of learner, cooperative learning, etc., more efficiently.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A