A preference for educational philosophy and philosophical mindedness among Iranian faculty members at Semnan University of Medical Sciences

Background: The adequacy and efficiency of an educational system in the academic settings depend on teachers’ philosophical mindedness ruling approach philosophy. Therefore, lack knowledge about foundations education can adversely affect system. current study investigates faculty members’ philosophy Semnan University Medical Sciences. Methods: This descriptive correlational was conducted full-time members Sciences selected by convenience sampling method 2020. Zinn’s Philosophy Adult Education Inventory Komeli’s questionnaire were used to assess participants’ mindedness, respectively. Pearson’s Spearman’s correlation coefficients regression analysis for inferential analysis. Results: Data collected from 62 finally analyzed. It found that most them (56 members, 95.2%), had average behaviorism dominated their variable components (i.e., comprehensiveness, penetration, flexibility) not significantly different between participating faculties (P>0.05). highest mean score related comprehensiveness (47.54±4.9), followed penetration (43.40±4), flexibility (32.38±3.7). Based results, are correlated. revealed that, affected predicting tendency towards liberalism progressivism, among elements mindedness. In contrast, radicalism. results obtained showed level professors this study. Conclusion: indicated courses should be held empowerment programs strengthen members. Furthermore, these will positively addition, critical thinking required. type is beyond ability solve problems; it gives a orientation thinking.