پژوهش نامه مبانی تعلیم و تربیت
سال چهارم شماره 1 (پیاپی 7، بهار و تابستان1393)

The present study aims to offer a constructivist/realistic vision toward the nature and elements of science according to the historical evolution of philosophical perspectives on science. This is done with the aim of revising in science education. According to the findings obtained by this study a two-dimensional model is proposed for explaining elements of science and the related essential characteristics. This model involves the elements of the science cycle followed in science, including observation and experiment, regulation and theory, and finally prediction in one dimension. And in the other dimension the relevant characteristics of science are revealed which includes some constructivist as well as some realist characteristics. With regard to the presented discussions some suggestions are presented for revising the science education. These suggestions include: realizing the role of culture in directing observation and experiment; addressing the explanatory/deductive/innovative nature of theories and scientific ideas, the temporary, and evolutionary nature of science, the creative and artistic nature of science, the free method of science, and the testability of scientific ideas and theories based on specific criteria such as coherence, precision, adaptability with the subsequent experiments and presenting bold and complex approximations.

This paper aims at considering formal documents of Iranian philosophy of education in independent and comparative manners. The Comparative Review Method was used to achieve this aim. Finding of this research demonstrate that, these three documents are different in seven criteria. These seven criteria are: 1) philosophical coherency; 2) proportion with educational practices; 3) relating to Islamic foundations; 4) coherency with Iranian culture; 5) innovation; 6) claims justification; and 7) comprehensiveness. From the first criterion, we can say that the first document- because of its strong regulation- is the best one, the second rank is for the second document ant the third one is located in the last place. Regarding second criterion, every documents attempts to approach some sides of educational practices. So, every document concentrates on some dimensions of educational practices and ignores others. Considering the third criterion, all of documents undertake to rely on Islamic view. However, the first document and the second one are more successful. If we concentrate on the fourth criterion, we can see that the second document is more successful because it chooses an Iranian Islamic philosophy- Sadra’s philosophy- as its foundation. Moreover, we can find more foundational innovations in the first document and the second one. In addition the first document attempts to justify its claims regarding rival views. On the other hand, the third document is the most comprehensive document among others.

The main goal of this paper is investigating about the possibility and impossibility of performing the educational justice in the Document of Iran Education Transformation. It has been done from the study of educational justice perspectives. Firstly the idealist, liberalist, Marxist, feminist, postmodern and existential approaches has been studied and then, critically it is engaged with this problem that from which perspective the Document of Education Transformation is compiled and collected. The method of investigation is analytic and critical and the statistical society is the main and secondary available sources. The conclusion shows the Document of Education Transformation is constructed on an idealist perspective and this idealist positions is an amalgamation of ideological reading of religion. Hence, theoretically, for doing education justice, we are facing with some challenges. The problems go back to the essence of idealist perspective on the one hand, and it refers to the limited ideological interpretation of justice on the other. It seems to perform educational justice needs to a spiritual and pluralistically perspective in respect of humankind and society which its contents are also available in Islamic and mystic tradition.

The goal of the study was analyzing the conceptual relationship between utopianism and education evolution. The study was conducted analytically relying on reviewing and deriving relevant targeted information. They were derived and categorized from reliable sources. To conduct this, at first it was conceptualized the utopia and then was reviewed the thoughts of the most famous utopians: Plato, Tomas More and Francis Bacon. In the next step and after conceptualizing “evolution” in an educational context, it was analyzed the conceptual relationship between utopianism and the evolution in education. Findings discussed for 6 results separately. At the end of paper this was resulted that the trend of education toward utopianism could be imposed by its underpinning the goal-setting and planning on a national ideal. This trending can influence on the thoughts and activities of education toward any changes.

The basic aim of this research is, to explain the nature of Iran Educational system from its modernization time till now. Accessing this, historical analysis method was used. Results show that basic characteristics in Iran educational system are: Imitating, militarism authority and religious orientation; that every one of them is an outcome arising from the streams that had important roles to establish the educational system. Imitation is based on reform stream of Qajar age, militarism authority is a production of education transmission to politic area especially in First Pahlavi age; and religious orientation was a demand from Islamic Revolution and Islamic Republic government. Reaction of these three bases in its turn, caused three other characteristics included quantitative orientation, superficial orientation and centralism as second order bases in the educational system; Consequents of these, shape the ghost of Iran educational system and changes all of aims and program suggested for it.

The main purpose of this research is assessing the reason for the gap between moral knowledge and action of students despite current programs of moral education in schools, and suggesting components of good moral education to reduce this gap from Allameh Tabatabai’s viewpoints. To achieve this goal, descriptive-analytic method is used. The findings showed that the main operating in violation of the knowledge is will weakness, which itself, is influenced by three elements: emotions, moral accustoms and social patterns. Based on this, six components for effective moral education and overcoming the gap were introduced. However, the current systems of moral education in schools focus largely on the knowledge (theoretical training) and pay less attention to the other components of moral education. Based on the results, some recommendations for changing and improving the current system of moral education were made; among them these can be noted: holistic moral education programs and paying more attention to some factors such as emotions, will, faith and moral models.

The main aim of this research is considering the border education with emphasizing on the Henery Girous educative implications in the pedagogic revolutions. The analytical –descriptive method was used to achieve this aim. Girouxs as a contemporary post modernism theory maker is going to introduce a Kind of education in which culture, ethics and politic are very important by proposing a critical theory. As he criticizes the present worldwide education which is based on modernized courses, he proposes the border educative perspective. Generally, findings resulted from considering Giroux’s perspective about education show that education essentially has got a political tendency and the goal of border education is making a democratic society which is in favor of equality, rejects many traditional goals of education and is going to detect the borders, observe the differences and understand them. Education in which other voices are listened is a desired education. The reflection and philosophy of the border education cannot ignore the social and cultural issues and Language of the people because it will certainly fail.

The main purpose of this research is to describe emergent approach of grounded theory methodology and then compare it with systematic approach. To do so, after describing emergent approach, it compare it with systematic one surrounding 5 axis: coding processes; sampling processes; paradigms; literature review and rigor considerations. The findings show that emergent approach in comparison with systematic approach is more accordance with grounded theory methodology bases and instead of forcing theory on data, consider emerging theory from data. Whereas, systematic approach is more attended because of its simplicity and its predetermined frameworks.