Strides in Development of Medical Education

Document Type : Letter to editor


1 PhD Student of Medical Education, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

2 PhD Candidate of Medical Education, Education Development Center (EDC), Urmia University of Medical Sciences, Urmia, Iran

3 Professor of Medical Education, SFU ALUMNI, AFAMEE, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran


Sohrab Nosrati: (Google Scholar) (PubMed)

Zahra Nouri Khaneghah: (Google Scholar) (PubMed)

Elham Ramezanpor: (Google Scholar) (PubMed)

Eshagh Moradi: (Google Scholar) (PubMed)

Elham Karimi: (Google Scholar) (PubMed)

Shoaleh Bigdeli: (Google Scholar) (PubMed)


Dear Editor,

The most critical issue in a successful educational system is the selection of values, goals, and a coherent philosophy. The reason is that each educational system aims to educate an ideal human being, which cannot be trained without a value system, and goals. Education is a process of changing behaviors, and "philosophy or love of wisdom" is a factor affecting attitude, thinking, research, reasoning, and the general view of the human being of universe (1).

Philosophy is a way of thinking appropriately, living wisely, and trying to understand existence. Furthermore, philosophy of education is an interdisciplinary science investigating the relationship between education and philosophy. Moreover, it is the philosophical study of education and its challenges that is an essential requirement for Health Professions Education (HPE) worldwide (2).

Considering philosophy in educational systems of Health Professions is one of the current and future challenges of the field. The art of teaching is incomplete without philosophy, and philosophy alone cannot direct people toward aims and ideals. The relationship between philosophy and education is so close that neither one can function alone. Philosophy determines the destination, and education brings it to the fore; while, currently, it seems that the relationship between philosophy, and education was neglected in the educational systems of health professions (3).

The philosophy of education has faced problems to play its fundamental role or societal effect in recent years. Sometimes it is so philosophical that it has not related to the teachers of the health professions, and in some cases, when the philosophy tries to be related to the teachers, it fails in doing this task correctly, and using the correct philosophical methods (4). Based on the necessity of educational philosophy, Peters has proposed four necessary fields of work for the application of philosophy in educational systems:

1) Analysis of concepts specific to education.

2) Applying ethics, and social philosophy to the hypotheses related to the content and methods of education.

3) Reviewing conceptual models, and hypotheses that educational psychologists have used.

4) Studying the educational content,  philosophical features of a system, and other learning issues related to learning (3).

In general, the philosophy of education is the application of philosophical opinions to educational issues and systems. It is not simply a tool for looking at ideas; it also teaches you how to utilize ideas as effectively as possible. When educators understand that they should carefully consider what they do and observe in the context of personal and societal development, a philosophy of education becomes relevant and helpful in educational systems. Considering the necessity and effects of educational philosophy on improving the educational systems, it is recommended to put more emphasis on the philosophical principles of education, and critical philosophical attitudes in academic centers and institutes. Hence; especially in Health Professions that deal with human beings, it leads to the selection of a holistic view to care for and treat the clients as a whole, human beings with transcendental values and existential dimensions to whom medicine, philosophy, and philosophy of education are dependent (5).

  1. Akrami K. An introduction to the philosophy of Islamic education. Tehran: Samt; 2010.
  2. Noddings N. Philosophy of education. Oxfordshire, England, UK: Routledge; 2018.
  3. Elias JL. Philosophy of education: Classical and contemporary. Melbourne, Florida: Krieger Publishing Company; 1995.
  4. Carr W. The Routledge Falmer Reader in Philosophy of Education. 1 ed. London: Psychology Press; 2005: 34-49.
  5. Khajeazad M, Bigdeli S, Larijani B, Khosropanah A, Beheshti S, Yazdani S. Transcendent Philosophy of Medicine: A Deductive Synthesis According to the Transcendental Wisdom (Mulla Sadra School of Thought). Journal of religion and health. 2021;60(2):881-902.