Philosophical Paradigms and Their Impact on the Advancement of Education

Abstract

The study started from considering that education is one of the most important educational institutions on which we rely in repairing development and preparing them for the social life in which they will engage. Therefore, education in essence is not just a dupplication of the scientific material obtained. Any filling of the learner's brains with scientific materials that burden him, but education is basically training the learner on the productive thinking approach.

The training programs offered by our educational institutions today in most disciplines, especially humanitarian and social ones, are certainly not enough to build high efficiency and effective performance in the student. They focus on providing scientific material, and test him in the extent of his access to information, while scientific, professional and even personal success as well, needs other basic skills such as thinking of all kinds.

Ensuring the quality of education begins with the development of our thinking methods and teaching methods, which is why innovation in the humanities and social sciences needs to radically change and renew the sciences of education for a qualitative education, capable of changing society and producing knowledge.

Based on the above, the study procedures will be focused on trying to answer the following questions:

How can we develop the skill of creativity in our students? Instead of limiting ourselves to collecting and memorising, we will achieve instead scientific outputs and cadres capable of thinking about information? What are the means, methods and approaches that would develop that goal?

. One of the objectives of the research is to launch some philosophical approaches and teaching methods because of their impact on students' acquisition of mental thinking skills such as criticism, dialogue, analysis and synthesis, surprise and questioning, predicting and reading the future.

The importance of the research lies in highlighting the efforts of philosophers and the extent to which they contribute to fueling the curricula of thinking and their active role in the development of educationd