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The aim of this research is to examine the similarities, differences, and the potential for compatibility between the two major approaches in the philosophy of technology, namely post-phenomenology and critical constructivism, and their implications for education. To this end, using the methods of analysis, description, and inference, the similarities and differences between the two approaches have been first explored, and then their applicability in the study of educational technologies has been considered. Both approaches, moving beyond instrumentalism and determinism, focus on the role of technologies in human life. Post-phenomenology emphasizes the individual aspect, while critical constructivism focuses more on the social and political dimensions. Education can play a significant role in the process of democratizing technologies, which is a key concern of critical constructivism. The educational implications derived from the comparative study of these two approaches include: redefining educational technologies from teaching tools to teaching agents, considering cultural differences in the production of educational technologies, addressing the hidden political and social dimensions of educational technologies, transformation in the educational technology research, and reshaping the educational goals in relation to the technology.

From a humanist viewpoint, human reason elevates people above all other beings, positioning them at the pinnacle of the hierarchy and endowing them with rights. In posthumanism, however, the focus shifts away from humans as the center of the universe and questions their absolute control. This perspective challenges traditional hierarchies, highlighting the interconnectedness of everything throughout the world. By exploring the relationships between living and non-living entities, we can gain a deeper understanding of the universe. Posthumanism draws on the ideas of French philosophers Deleuze and Guattari, along with the theory of non-representation. Essentially, this perspective suggests that humans are part of a complex web of relationships with both living and non-living beings. The concept of non-representation emphasizes that it's not about how accurately we depict the world; instead, the focus is on how our experiences, emotions, and interactions with our surroundings, as well as with other humans and non-humans, are formed. Posthumanism indicates that a new paradigm is developing in humanities research, where the significance of matter, objects, and their roles in the research process is increasingly recognized. Barad suggests that in this paradigm, humans are not just causes or effects; they are integral parts of a world that is constantly evolving. This study, initially, aims to explore and clarify what post-humanist research is, and then, to examine how this kind of research is applied in the field of education. 

Considering the nature of this research, the approach taken will be both descriptive and analytical. Initially, the description, explanation, and analysis of post-humanism will be discussed. This will involve exploring the roots and foundations of this perspective, how this thought has developed, and the contexts surrounding it. Diverse data will be gathered from relevant sources, particularly primary texts and expert opinions in the field, along with a detailed description of posthumanism and its research methods. Next, the focus will be on posthumanism in education, aiming to describe, analyze, and clarify it. This part of the study will take the form of critical philosophical inquiry, with key goals including reducing ambiguity, enhancing understanding, and improving educational practices. Generally, this type of research aims to clarify and make concepts accessible to audiences, ultimately contributing to the advancement and enhancement of educational practices. Following the description, analysis, and clarification, various aspects of this approach and how it can be applied in education, considering both its strengths and weaknesses will be critically assessed.

At the heart of post-humanist education lie several key principles. This paper explores two vital tools for conducting this type of research: interviewing objects and observing their actions, as well as recording events. Interviewing objects is one of the primary methods in post-humanist research. This concept has two interpretations: the first involves directly engaging with the objects themselves, while the second pertains to interviewing humans while taking into account the presence and role of objects. The first interpretation is particularly relevant to digital objects and technologies, but this paper suggests that it aligns more with the idea of observation than with traditional interviews. The second tool involves closely observing how objects act and documenting events. This approach is significant in post-humanist research, especially in education, as it emphasizes the careful study of objects and their roles in different contexts. In humanist frameworks, objects are often viewed as passive beings without any real agency, leading us to overlook their potential contributions to research and knowledge creation. In contrast, the post-humanist perspective recognizes that all objects can exhibit some form of agency and can influence our actions and thoughts. Some researchers in this field frame the observation of object actions and the interactions between humans and non-humans within an ethnographic context, using terms such as materialist ethnography and post-humanist institutional ethnography.

In general, the post-humanist focus on the blurry lines between humans, animals, objects, and technologies raises concerns about the potential erosion of distinctly human traits like consciousness, creativity, and moral reasoning. The concern is that by merging these boundaries, posthumanism might weaken the unique status and moral standing of humanity. When humans are placed on the same level as other beings, it risks diminishing their status and could lead to a loss of their special dignity. If humans exist within a complex web of material, discursive, and technological influences, then the notion of education as a means to cultivate individual skills and autonomy becomes challenging. The emphasis on materiality, technology, and the world beyond humans in posthumanism may overlook the crucial social, cultural, and political aspects of education. Since post-humanist research often centers on the relational creation of knowledge with material objects, it primarily examines the relationship between humans and non-humans. As a result, the unique interactions among humans and the dynamics between students and teachers are frequently overlooked. This neglect can complicate our understanding of the educational process and its various dimensions. Additionally, it's important to note that many studies on post-humanist topics are abstract and theoretical, which may hinder their application in real-world contexts to tackle pressing ethical, political, and social issues.

The purpose of the current paper is to review and criticize posthumanist education. Posthumanism is an approach in the criticizing and evaluation of humanism which holds that humans are not the only active factor and that we need to consider the role of objects, technologies, animals, and generally non-humans as well. Posthumanism believes that man is not necessarily the master of creatures. It believes that the decentralization of human beings will lead to a better world. This study first uses an analytical and explanatory method to analyze and explain the posthumanist perspective; then, it examines post-humanist education; and finally, it reviews criticisms of post-humanist views, especially in education. The present study suggests that the role of the human subconscious should also be considered as a factor in posthumanism. Posthumanist thought has a non-instrumental view of nature and views man and nature as a whole; it treats humans as equal to animals, and with respect to education, posthumanism equates the teacher’s role with that of various other factors involved in learning. Posthumanist thinkers believe that humans can learn a lot from animals.

The purpose of this study is to investigate the Amplification and reduction of e-learning in Teacher Training University and also to examine the perception of student-teachers of e-learning under the influence of technology and their experience of professors and teaching under the influence of technology. For this purpose, post-phenomenological method has been applied. Post-phenomenology is defined an approach in the philosophy of technology that studies the relationship between human and technology and the effects of technology on human. Regarding the data collection, interviews were used as the tool to reach the purpose; in this way, in-depth semi-structured interviews were conducted with 25 student-teachers in the university campuses from 12 provinces and the findings were analyzed based on a post-phenomenological perspective. The results indicated that student-teachers consider e-learning positive in some cases, including in terms of flexibility of time and place, saving time and money, more familiarity with technology and more comfort and freedom in virtual classes. Also, this type of education has provided the ground for some undesirable behaviors in students. They also cited factors such as weak infrastructure, such as Internet speeds and system problems. They believed that classes were boring and that it was difficult to concentrate on learning, and that assessment had lost its meaning.

The aim of the present research is to analyze various aspects of virtual education and learning in Shad Application from a post-phenomenological perspective. For this purpose, the post- phenomenological method has been used to determine the Amplification and Reduction of education in Shad. The results show that educating in Shad, despite some advantages, such as more freedom and easier access at different times and places, can lead to specific experiences and behaviors different from face-to-face education. Virtual education can lead to reduced-complete-perception, presented as the optimal grip in this research. The type of relationship between teacher and students and among students are completely changed and reduced. Some undesirable behaviors such as secrecy, irresponsibility, and undermining social education are some examples. Also, due to the Multistbility of the mobile phone, the probability of distraction and sharing attention increase. Due to its non-educational structure, mobile phone motivates non-educational behaviors in students

The main purpose of this research is to introduce, study and analyze the philosophical and educational ideas of Bernard Stigler, the contemporary philosopher of technology. Citing the findings of French anthropologist Leroi Gourhan, Stiegler claims that human evolution took place through tools and technology, and in fact, through the use of tools, the human brain evolved and the human being became what it is today. According to Stiegler, technologies are passed on to the next generations in the form of epiphylogenetic retention and provide the basis for human evolution and progress. According to Stiegler, digital technologies today create a kind of proletariat for weakening life skills. Stiegler also believes that digital technologies are destroying the "attention" of young people and adolescents, and these technologies are even changing the brains of young people and their way of thinking. He has also studied deep and Hyper-attention. The results of this study show that according to Stiegler's philosophy, attention to technology on the anthropological foundations of education can be important. Hyper attenton can occur in the virtual education we are dealing with today. According to Stiegler, the proletarianization can be seen in today's education, especially in any form of commercial education. Given the deterioration of attention in today's world, it is necessary to consider the necessary skills on how to manage and control "attention" in education.

In this paper, the philosophy of post-phenomenology has been discussed. Post-phenomenology is a new approach in the philosophy of technology, which especially emphasizes the role of technology in changing human experiences and perceptions. First, the relationship between post-phenomenology and phenomenology and then the relationship between post-phenomenology and pragmatism is mentioned. It has been stated that post-phenomenology is a philosophy combined with pragmatism and classical phenomenology. Post-phenomenology, while retaining some features of classical phenomenology and setting aside some other features, including the emphasis on opposition to essentialism, has led to the philosophy being called a kind of pragmatic phenomenology. In the following, Post-phenomenological research methods are discussed, in this regard, methods are introduced and discussed, which include methods such as interviewing participants, observing participants, reporting first-person experiences, interviewing objects, and Robert Rosenberger's proposed method. All of these methods ultimately examine the relationship between humans and technologies and the changes that result from these relationships in different ways.

The main purpose of this research was to study the theory of morality of things and technology agency based on the ideas of Paul Peter Verbeek and its implications in education. So, the inference method was used. First, the ideas of Verbeek have been examined and then its educational implications have been discussed. Based on the mediation theory in post-phenomenology, Verbeek believes that the two components of morality, i.e., intentionality and freedom which are required for moral action, are distributed between human and artifacts, that is, the artifacts are part of human's wills as well as the freedom of human. In his view, human has independence, but his independence is not complete. He mentions, among other things, persuasive technologies and Ambient intelligence as to how they motivate humans to make specific decisions and do specific actions.     Human agency is combined with artifacts and technologies. According to the results of this research, the hybrid agency and ethical and influential role of technologies must also be considered in planning and decision making in education. The technological foundations of education must also be taken into consideration. Ethical education in the technological society needs to be reconsidered and rethought. The responsibility of designing instructional technologies would be much more important, so that instructional technologies could act as educational technologies. Given the role of persuasive technologies in shaping human behavior, these technologies could be used in shaping the behavior and habits of children and adolescents. And some parts of education could be left to the artifacts.

The aim of this paper is to study Existential principality proposing a new concept. Kierkegaard and Heidegger’s Ideas as two important philosophers of Existential philosophy have been studied. Existential authenticity in Kierkegaard and Heidegger’s doctrine has been investigated by using of comparative analytical method. The results show the authenticity is not exactly equivalent with individuality, but the existential authenticity is a multidimensional concept which indicates to the human lifestyle. Kierkegaard, Heidegger and other philosophers of existence in addition to emphasizing individuality and its importance in mass society, mention another components of authenticity including authentic communication, evading from formal orientation and mediocrity, Accountability and care about Existential angst. Although there are certain differences between them, but in the most cases the meaning of authenticity is the same. Finally, by studying the components of authenticity, a concept of existential philosophy has been proposed in this paper.

This study examines the views of high-school students with different Multiple Intellingence about the English language and its learning.
To explore student's views, interpretive phenomenology and qualitative research approach was used. Participants were purposefully selected from 33 third grade students of a high school. After obtaining their MIs profile through Armstrong's questionnaire and McClellan and Conti's (2008) Questionnaire, two students for each Intelligence type were selected. Data were collected using semi-structured interviews and observations and then were analyzed using the Van-Manen method.
Results; The student's narratives were classified and described into five sections: the kind of motivation for learning English, the views on the social status of the English language, the views on English textbook contents and on the method of assessment and teaching.
Conclusion; The results showed that there were some false conceptions among students that should change, some of which include: having grammar interest as the main parameter to learn a language, considering learning a language as a difficult action, having an unfair view about the social level of the English language and that of their own first language and culture. The findings of this study can be used for a better understanding of students and using more effective methods of teaching, learning and assessment.

In this paper the relation of Kierkegaard’s authenticity with internet as educational technology has been studied. To do so, Conceptual interpretation, analytical and deductive methods have been used. Firstly, Kierkegaard’s ideas about authenticity and its relation with authenticity components like communication and existential anguish has been explained. Kierkegaard believes that human's authenticity is based upon individuality and solitude and meanwhile having authentic communication with others and avoiding shallowness or getting involved with routine. Then the relation of every components of existential authenticity with internet has been investigated. Through internet, the possibility of the emergence of individuality and communicating with people in different times and places can be feasible. On the other hand, internet may decrease concentration and decision making ability and cause shallowness. Besides, there will be a lack of components of authentic communication like face to face communication and authentic life experiences.

The main aim of this research is studying post-phenomenology. To achieve this aim comparative analysis and descriptive analysis method is used. First, concept of post-phenomenology and its differences and similarities with phenomenology have been raised. Then, application of this approach in the area of educational technology has been discussed. The results indicate that post-phenomenology like phenomenology studies the relationship between human and world, but it emphasizes the role of thing and technology In this relationship and technology mediates human and world relationship. Post-phenomenology studies the relationship between human and technology. In this approach technology doesn’t have essence. Different technologies should be studied in different contexts so the Husserl’s variation theory is considered differently. Technology like consciousness in Husserl’s perspective has intentionality. It means that any technology is for some work and it doesn’t have meaning in itself. In educational area and from post-phenomenological point of view we can study educational technologies from different aspects. We can study the changing experiences of students in use of technology, we can analyze and study multistability of educational technologies and the role of educational technologies in constituting technological behaviors.

The aim of this paper is analyzing authenticity from Heidegger's point of view and the role of internet on student's authenticity. And reply these questions: what’s the is the authenticity meaning in Heidegger philosophy and what is the internet role on the student’s authenticity? Heidegger explains the situations that in them Dasein becomes inauthentic. Heidegger states that curiosity, idle talk and absorbing in "they self" are some examples of inauthenticity. By conscience and silence, Heidegger mentions, Dasein can save himself from falling.Internet can frame thoughts and ideas by storing and distributing information in wide scale and their representation. Internet can Stimulate curiosity and reduce caring about self and individuality and cause shallowness. Although it may help individuality because of some freedom that has. Existence anxiety that is consider in authenticity would reduce on cyber space.

The aim of this paper was describing and explaining charisma and charismatic teacher’s characteristics. Contrary to the common belief that sees charisma as Weird and congenital concept, this paper explains that charisma is not limited to certain individuals but it relates to special behavior and speech that can be learnt and taught. In Neo charismatic view (insight), charisma is characterized mostly by the ability to understand others and communicate with them, having altruism, having the ability of eloquence and in general being able to influence others. To analyze the concept of charisma, the concept analysis method and to present the concept of a charismatic teacher, the conception development method has been used. For this purpose, after describing charisma and its components, the characteristics of effective and charismatic teachers have been explained. The behavioral characteristics include items such as having passion for teaching, the ability to listen well, having a sense of humor, and to communicate effectively with students. With regard to speech, having rhetoric and oratory skills such as proper using of metaphor and simile, using story for better understanding and creating the image and perception via speech and mental visualization have been mentioned.