Educational institutions of John Dewey's Aesthetic Components in Iran's Far distance Education System

Abstract

The purpose of this study is to study the components of aesthetics from the viewpoint of Dewey and its educational implications in the distant education system of Iran. Six components of Dewey's aesthetics include (unity and cohesion, qualitative self-awareness, feeling, expression, imagination, and visualization) were considered by their educational content, teaching methodology and evaluation of distance education in Iran. The research method is descriptive and came of practical nature. To collect the necessary data in order to answer the research questions of all relevant sources and references, using the data collection form, the findings were analyzed in a qualitative way. For this purpose, data has been gathered from various sources such as research, educational products, compilations and scientific books, external and human resources, and so on. Interpretation analysis was used to analyze the data. The results of the research on the proportion of the aesthetic components to the distance education field showed that most of the educational requirements extracted from written sources are appropriate to distance education. Including removing the content of expansion and rest, the integrity and cohesion in the content, the meaning of human excitement, the cultivation of transcendental feelings and the awakening of human conscience, the creation of the interaction and improve between the individual and the environment, adapting between the past and present , the rapid transfer Concepts and intellectual independence of learners, creating vitality in the lives of individuals, and boosting the classroom.