عنوان مقاله [English]
If we accept this relatively well-known and to some extent Justified metaphor that "philosophy is the mother of sciences", and sciences, in their historical expansion, have been slowly separated from philosophy and specialized, one can say that philosophy has a kind of epistemic, historical, value-oriented and even policy-making primacy over other modern Human sciences. It seems that the special approach of the pioneers of Western philosophy teaching in Iran to this epistemic field and their different and sometimes conflicting expectations and perceptions about the nature and function of the epistemic and discursive scientific function of Western philosophy, in some areas such as policy-making in this field, its influence in shaping the intellectual, cultural, and even the socio-political trends of contemporary Iran has been serious. Although in the early entrance of Western philosophy (through Faculty of Literature and Theology) to Tehran University, there was no critical self-awareness in our relationship with this epistemic field, but this situation developed slowly, especially in the late 1960s, with the formation of the grounds of Islamic revolution of Iran, and especially after the Islamic revolution. This paper, while emphasizing the developments in the planning of philosophy education in Iran, provides a critical analysis of the evolution of philosophical teaching planning curriculum developments.