معرفت

The present research was conducted with the aim of discovering the epistemological foundations of teaching patterns based on the meaning of life with a descriptive-analytical qualitative research method with a document analysis approach. The research data were analyzed using thematic analysis and text analysis techniques. The research tool was the use of forms and questionnaires. The research findings in the analysis of educational elements showed that in this model, the teacher plays the role of motivator, mediator and supporter of learning opportunities, and the student has the role of evaluator, questioner and reasoner. The curriculum is flexible and non-prescriptive and provides the conditions for creating creative arts and self-exploration in the student. Also, knowledge in teaching models based on the meaning of life is relative-subjective, part objective. The type of knowledge is sensory and rational knowledge and partly intuitive knowledge. The general results indicated that the philosophical schools that support the mentioned models are the school of idealism, pragmatism, existentialism and the philosophical movement of postmodernism.