Ma`rifat

Authority or the exercise of authority refers to the influence of the source of power on decision-making and obedience. The exercise of authority in education is a challenging issue. In this study, with a descriptive-analytical approach, we show that these principles give meaning to each other and explain each other's content. These principles are a continuous network that cannot be read in isolation. The principle of autonomy emphasizes the conditionality of awareness and self-control in moral action. The principle of freedom, closely related to autonomy, prevents interference and restrictions in individual decision-making. The principle of freedom can become its opposite, so the principle of non-harm shows its limits. According to the principle of non-harm, it is not possible to harm the good and legitimate needs of others under the pretext of freedom. On the other hand, the principle of harm has ambiguities and until the meaning of a good life and human goodness is clarified, it is not possible to specify examples of harm. Therefore, the two principles of benevolence and the principle of correct education, which are based on moral realism, will show the scope and examples of goodness. Finally, considering the specific cases in the education process that have not yet acquired the ability to make rational decisions, the principle of permissibility of indoctrination is argued based on expediency.