Recognition of the concept of the language of possibility and explaining its place in the curricula and education with emphasis on the primary school level

Abstract

This article seeks to recognize and explain the concept of the language of possibility in the curriculum and education with an emphasis on the primary school level. This is a Philosophical research: Conceptual analysis. Therefore, firstly, by means of the conceptual interpretation method, the recognition of the concept of language of possibility was considered and its various meanings were briefly investigated. This preliminary discussion made it clear that recognizing the concept of language of possibility as a human capacity is not an easy task and it should be addressed as an unfinished project for educators, especially, policy makers who are thinking about innovation and transformation in this field. Following this discussion, by means of the conceptualization method, the use of language in the curriculum and education is discussed. This implies the adoption of a new principle in the educational design to focus on how responsive is teaching to the power of language as a mental tool and a valuable resource in the teaching-learning process. In the next section, by means of the conceptual structure assessment method, the necessity of nurturing the language of the possibility of teachers in the educational systems from different dimensions was discussed. Among these dimensions, one can mention the role of the curriculum in acquiring the potential mental capacities or "building the mind" using the voice and views of students and teachers, the role of language teachers' ability to nurture the creativity, problem statement, and the development of multiple literacy in students. In the last part of the paper, as a conclusion, some solutions were proposed to get out of the current unfavorable situation.

Keywords

• language of possibility
• curriculum
• education
• primary school level