طاهره جاویدی کلاته جعفر آبادی

The Women's self-objectification phenomenon is created by a false idea, which the woman looks at herself from an external observer perspective and she is involved in extreme and permanent examination of her appearance. Western researchers have discussed women's self-objectification's devastating effects and consequences and have provided strategies for prevention and treatment from psychology and sociology perspective. But in their research, there are no strategies derived from the religious worldview and the resurrection of the Qur'an, which is an effective factor in strengthening self-knowledge and confrontation with self-objectification. Therefore, the main issue is to investigate how to deal with self-objectification through spiritual self-care based on Judgment Day. Believing in the revelations and reciting the Qur'anic interpretations of Resurrection with the word "day" has led to the true image formation of the Resurrection in the mind and has a fundamental effect on the worldview. The interpretation of "Judgment Day" also encourages people to refer to their own soul and will lead to self-knowledge, calculation and meditation on the soul. This internal care prevents a person from paying too much attention to the body and its appearances, and as a result, the women’s self-objectification is prevented or treated.

The subject of this article is to examine the ways of encountering extra-religious ideas in the works of Islamic education thinkers. The purpose of this research is to critically examine and consider the differences in the situations, circumstances, intellectual preferences of the writers and their different goals in choosing a specific way of dealing with extra-religious ideas, and the method of hermeneutic analysis has been used in it. The results show that as the educational approaches are different, including philosophical, institutional, and narrative, diversity can be seen in the methods of entering extra-religious ideas, each of which has its advantages and limitations, And it can be classified along with some examples in the titles of independence-oriented (Shari'at Madari), fundamentalist (Ilm Al-Hadi), progressive competition (Safai Ha'eri), integration (Bagheri), protectionist (Qutb), instrumentalist (Mazlumi), Pathological (Kilani) and Responsive (Mothari) and in three general categories of impact on the audience's vision, strategic and dealing with atheistic ideas (for general, special and expert audience).

The term "disguised unemployment on campus" is derived from economics and which means that students are wasting a lot of their time in university. The primary purpose of this article is to investigate the status of hidden unemployment among humanities students.

In this study, the lived experience of professors and undergraduate students of Ferdowsi University of Mashhad in the field of Humanities concerning disguised unemployment and its related causes investigated using unstructured interviews and phenomenological methods.

The findings of the study showed that disguised unemployment on campus among the students of humanities. The most significant reasons are; Lack of academic motivation, lack of job opportunities in the future, easy-going professors, too much student acceptance, and not applicable lessons in this field.

The university must reconsider the acceptance of students in the humanities, quality of teaching methods, as well as acceptance members of capable professors in these disciplines.

The subject of this research is the typology of religious propositions، which deals with the classification of the conceptual structure based on the application of various types of religious propositions. The purpose of this classification is to create a context for the entry of religious propositions into appropriate and specific fields of application. For this purpose, an analytical method was used and its results show that religious propositions are divided into broad categories including: induced, deepening, tendentious, negative, insightful, structural, positive, instrumental, detailed and contextual knowledge, each of which can be it is divided into more detailed subcategories, and it specifies the areas of development and application of religious propositions according to the conceptual capacity of propositions in the fields of media and art, reform, propaganda, legislation and pathology, religious education, system creation , prioritization, religious science, rulings and ijtihad and areas of activity and planning. This type of classification considers the conceptual talent of propositions as a criterion for placing them in the appropriate positions, and for this reason, it largely prevents the dispersion and fragmentation of religious concepts, its tasteful selection and organization, the placement of concepts in the wrong place and therefore reduces the eclecticism.

The purpose of this article is to clarify the dimensions of a method for exploiting the division of seven-year courses in the position of degrees. For this purpose, three categories of methods were distinguished and introduced, including citation methods (supplementary allusions of division of steps and other religious evidence), generative methods (comparison of areas of similarity, interrogation method and method of determining generalities and freedom in Details) and methods of connection (adaptation and comparison with the ideas of Muslim and non-Muslim thinkers and its use). Each group of these methods responds to the need to ensure the religious authenticity of the educational process, the need to respond to ambiguities and requirements related to the situation, and the need to update and coordinate with emerging ideas, respectively. Examination of these methods shows that the seven-year division propositions have the ability and capacity to be in the position of educational levels.

The present research has aimed to find out how authorities see the boundaries of student involvement in the curriculum. To do so, first viewpoints of authorities on student involvement in the curriculum were described and categorized using documentary, library and conceptual analysis research methods. Subsequently, while criticizing the points of view provided, the aspects of student involvement in the curriculum which authorities agreed upon and had overlooked were indicated. Then, having examined the status quo, authorities' views on the boundaries of having students participate in the curriculum were pointed out. The participants in this research were thirteen authorities and policy-makers on curriculum who were selected purposefully based on their attitude toward student involvement in curriculum. The results obtained by analyzing authorities' points of view showed student involvement in the curriculum to be possible in all aspects of the curriculum. However, the theoretical and practical mechanisms required for students' actual involvement in the curriculum have not been prepared yet. Having conducted various studies, the negotiated curriculum model was determined to be an appropriate approach for students to participate in the curriculum, based on which a fundamental change in attitude toward students as "aware and effective individuals" who can be involved in the process of curriculum improvement has been pointed out.

The purpose of this study was to investigate the perceptions of teachers of experimental sciences and students about the relationship between this course and student-teacher training and its factors and obstacles.

The research method can be qualitative and phenomenological approach. Research Square was an education district of Mashhad in the academic year 2018-2019. Using a key based on sampling to select the sample and sample size according to the theoretical saturation approach was saturated with ten experimental science teachers and ten junior high school students. After collecting information through in-depth interviews and analyzing it in a transcendental collapse method in phenomenology.

The final findings of the research include 7 concepts that the concept of "research-oriented nature of experimental science course" shows the perception of research towards this course. The concepts of "effective teacher-student interactions, attractive and diverse teacher methods and high research spirit of some students" are among the effective factors in educating the student-researcher and the concepts of "inappropriate educational conditions, teacher educational weaknesses and incompatibility of some students with the atmosphere" Research »is one of the obstacles to educating student researchers in experimental science classrooms.

The findings of the research can be effective in training research students in the education system.

The purpose of this article is to examine the famous patterns of preschool curriculum in threeareas; Attention to the child agency, the nature and strategies of teaching-learning, and the professional competence of educators that seems to distinguish the developed models from the less developed models of the preschool curriculum. To this end, the present article using the method of description and philosophical analysis explores these axes in Reggio Emilia, High/Scope, Swedish and Te Whãriki (T/W) patterns. Findings of the research in the first axis is indicating the realization of manifestations of child agency such as viewing to the child as a unique, competent and capable being, and to provide some grounds for hearing the child's voice in these patterns. In the second axis, the nature of learning is based on the perception of the child's perspective and her/his learning style, child’s active participation in learning and interaction with adult in meaning-making and constructing of knowledge, the making visible of child’s learning and the guidance of him/her towards lifelong learning. Therefore, teaching-learning strategies are based on participatory and communicative, exploratory, experimental, project-oriented, active and creative approaches. Also according to the third axis, the most of the studied models emphasis on the professional qualifications of educators in various personal, moral, social and professional dimensions.

The purpose of this paper is to explain the concepts of contradiction and difference in the development of dialogic education with emphasis on Mulla Sadra's existensial views. The deductive method was used. In this regard, Sadra's views on human existence and knowledge were reviewed and the conflict and its central role in  dialogic education were explained. Common perspectives that focused on dialogue in the education process were also reviewed. It was found that these views were defective Because they have limited the realm of contradiction and difference for this reason of their understanding and description of dialogue-based education has shortcomings. Then, the ontological role of conflict and difference in Sadra's attitudes was examined and a distinct explanation of dialogue-based education different from common views was presented. Further instructions for dialogue-oriented education were offered to instruct staff and it was emphasized that dialogue training is on its true and original path when the contradictions and differences between the parties of the dialogue are recognized and this requires a confrontation. It is existential with all kinds of differences and contradictions.

The purpose of this study was to examine the distributed leadership practices of principals in primary schools from the viewpoint of their teachers and to identify the conditions for the establishment of distributed leadership in these schools in Mashhad, Iran. The survey method was conducted on all the primary school teachers in the third districts of Mashhad and Tabadkan. In total, 335 teachers were selected as the sample population using Morgan's table. Data were collected using Spillane 's scale and interview. In the conceptual framework proposed by Spillane (2002), the four dimensions of distributed leadership include mission, culture, shared responsibility, and leadership experiences. In terms of mission, vision, and goals, special emphasis is placed on the knowledge of all school members about the school's goals, which examines the current status of distributed leadership in schools indicating the above-average average of this variable in our schools. Based on the results of this study, the mean of distributed leadership was 3.683. it seems distributed leadership is a complex phenomenon with teachers engaged in all four dimensions in the primary schools. Accordingly, distributive leadership status in the primary schools was above the average level. As a result of comparing the current and desirable status, there was a significant difference between the current situation and the desirable status of distributed leadership in the schools studied. The main gap between the status quo and the desirable component of participatory decision making seems to be that in the schools studied to track students' educational needs, there is usually no regular meeting with counselors or educational professionals and no attention is paid to students with needs. moreover, it seems that teacher evaluation results are used less to evaluate school curricula and teacher's useless feedback and evaluation results and manager observations to improve classroom instruction. Based on the findings of this study, it seems that the approach of the studied schools has been inclined towards distributive leadership, especially in the last five years, also the school principals, have tried to recognize the goals particularly in the field of mission, attitude, and goals of the school. However, as It was stated earlier to inform all members about the goals and to involve the members in the implementation of the goals and also to align the goals of the school with the educational goals, more work is needed, which shows the gap between the current situation and the desired one. According to the interview data, the establishment of distributed leadership in primary schools requires the incorporation of concepts such as vision and goal setting, organization, optimism culture, enabler structure, and student-centered. Studies in Iran so far have not looked at school prospects and organizations as components of distributed leadership, but there has been some research into the culture of optimism and its underlying components such as self-efficacy and academic achievement as well as professional empowerment. In sum, this study revealed the acceptable attention to organizing people in appropriate situations to share school responsibilities and complete tasks by individuals, also to expand and develop leadership capabilities and publish leadership tasks among individuals in the school social network and the spread of school culture.As a growing body of research on distributed leadership has begun to influence of this leadership style on school performance and student learning. For example, the results of Abbasian et al. (2012), Gholami et al. (2014), Mohammadi (2011), Nasiri et al. (1395), Arianfar et al. (9013) studies, in line with the results of this study, confirmed that the distributed leadership status in primary schools especially in Iran. It is slightly above average in schools. However, Spielan (2005), Groen (2002), Bennett (203), and Ilzofeng (2001) emphasized on the school landscape component. In the school organization component, the status of the schools under study was reported to be above average. In the school organization, the focus is on knowledge, education, and learning in the context of school culture. The results of this study showed a moderate focus on organizing people in the right situations to share school responsibilities and completing tasks by individuals and expanding and developing. Leadership capabilities and dissemination of leadership tasks among individuals in the school social network and the prevalence of school culture. Consideration of the component of individual organization based on leadership tasks has also been emphasized in the studies of Harris (2008); Lewis et al. (2009); Woodsograwen (2009); Woods et al. (2004); Bennett et al. (2003). Participatory decision making also had a higher-than-average mean in this research, a point that scholars such as Lewis, Mayrowitz, Smiley, and Murphy, Van Amijd, Bilesbury, and Van Morsi, (2009); Timberley, 2008; Mayrowitz et al., (2007), They have emphasized it. In this study, leadership behaviors were above average, a topic that has been mentioned in Spillane’s theory of leadership experiences that includes leadership tools, thoughts, and intentions. These results were consistent with the findings of scholars (e.g., Lewis; Leitz Wood & Growan 2000; Storm, Wall, 2004; Bush; Gluner, 2003). This study has the potential to be useful to policymakers who develop leadership preparation programs for teachers and principals, as well as faculty members who teach within leadership preparation programs. principals who utilize a framework of distributed leadership embrace the expertise and leadership within their schools, drawing faculty members into the work of curriculum development and improvement, professional development, and school management.

This study aims to outline the place of caring ethics in the textbooks of primary education at Farhangian University in Iran. In this study, based on the Nodding's theory of caring, all relevant textbooks were reviewed using the content analysis method. Findings from the content analysis showed that in the analyzed books, the concept of avoiding harm was paid the most attention and other concepts of the ethics of care including the concept of care, sympathy, receptive attention, caring relation, caring action, the caregiver confirmation and the "cared for" privacy has not taken attention appropriately. Since these concepts are the principal axes of caring ethics, considering these concepts and their inclusion in the content of textbooks, the teacher education for primary schools of Farhangian University can help student teachers to understand the concepts of ethics of care, use them in primary school and develop these concepts in the education system.

The primary purpose of this paper is to explain how we can resolve the current religious education goal setting challenges by introducing a new method based on the Hadith representing the best of Muslims. So first we describe the gap between the ultimate goals and daily goals, the passive role of the goals, the risk of eclectic and ambiguity in a combination of religious thought and the requirements of the contemporary approaches. Second, we identify, analyze and formulate Hadith containing the best three types of structures; general supreme characteristics, and general supreme features with a grand truth to goals setting. At the final section of this paper, we discuss how it is possible to resolve the religious education goal setting challenges a posterior division, adjustment with two criteria, the timelessness of supreme, semantic pluralism and the unification of evidence, and clustering of the audiences.

This research is intended to explain the role of corresponding metaphor and distinguishing its meaning from purely literary, aesthetic or inspiring perceptions, in order to increase scientific accuracy in Islamic education. Hence, due to the mere reliance of corresponding metaphor on the religious texts, as well as the non-selectiveness of its generality and framework, it can be regarded as a suitable alternative to the existing approaches for proposing the principles and bases of the Islamic education. This metaphorical model contains the characteristics of centrality of science instead of training, focusing on details in place of the whole, the simultaneous link between science and training instead of a continuum relationship, and considering basic roles in place of complementary role.

The primary purpose of this paper is to explain the dialogical education with an emphasis on Giroux's perspectives. Accordingly, Giroux's views about education, school, knowledge, and ideology were studied and analyzed. We articulated that dialogue is the main feature of critical education and has a profound connection with human agency, democracy, and critique of ideology and also the point of view about human, culture (social and economic class), knowledge, ideology, and their relationship with each other. We argued that while we agree that the fundamental transformative documents of the Iranian education system emphasize the dialogue, there are significant challenges to accomplish dialogical education in this context.

The encouragement and development of research ethics in university graduates is of great importance in the higher education systems of leading countries and upstream documents of Iran's universities. The purpose of the research was to identify the factors affecting the observance of research ethics among students of different educational groups and determine the importance and contribution of these factors.

The study was a correlational one and the statistical population included all graduate students at Ferdowsi University of Mashhad in the academic year of 2014-2015. Sample size was determined by Cochran's formula and quota sampling method and amounted to 400 persons. Data were collected through a researcher-made questionnaire designed and evaluated to determine the ethics of research and the factors affecting it. To answer the research questions, multiple regression and variance analysis tests were used.

The results showed that only two components of time constraints and environmental pressures have the ability to predict the ethics of research. The results of the tests showed that there is a significant difference between the research groups in obeying the ethics of research. The average amount of research ethics in the Animal Sciences-Agricultural Department was higher than other groups, Then, the research ethics ranked second in the basic sciences and humanities departments, and third in the engineering department.

Given the impact of research on the fate of society, the bias of ethics in research can be the cause of the formation of immoral behaviors; therefore, it is better to understand other factors in order to improve the observance of research ethics in universities.

This article examines the possibility of moral education of children during the Masteship Period - the first seven years of life, which is called Siyadat Period based on the teachings of hadiths related to the educational stages. For this purpose, we used the descriptive-analytical method to study and analyze the thinkers’ view about the age of the beginning the moral education. And in view of the concept of moral education influenced by Allamah Tabatabai in his book entitled al-Mizan, it is possible to explain this possibility by analytical-deductive method.
The findings indicate that the active presence of intuitive mind, the impact of the environment, social relationships and ethical patterns, the possibility of realizing a degree of recognition, choice and practice are the most important evidences, presented by most thinkers, for the possibility of moral education of children in this period.

The relationship between body and soul has a history as old as the history of philosophy؛ an issue that has reduced؛ in the light of today's physicalistic views in the West؛ to the relationship between body and mind. It is one of the issues affecting education in various fields. The present article focuses on the views of the two Western and Muslim thinkers؛ i. e. Descartes and Mulla Sadra؛ on the topic and its educational implications. The research method in this study is analytical. These two thinkers have been chosen because of their extraordinary influence on their later intellectual currents؛ especially in the relationship between soul and body. Descartes' theory؛ with its emphasis on the distinction between body and soul؛ has turned their relationship into an insoluble problem؛ paving the ground for extreme approaches of idealism and physicalism in the West. Since Mulla Sadra has provided a philosophical explanation for the unity of soul and body as a solution for this problem؛ he has had a great impact on later thinkers. The important educational implications of the unity of soul and body؛ physical origination of the soul؛ essential movement؛ and the unity of soul’s faculties are as follows: lifetime learning؛ promotion of educational goals؛ mutual relationship of the dimensions of education؛ simultaneous attention to physical and spiritual needs؛ variety of teaching methods؛ emphasis on the educational environment؛ the modeling role of the educator؛ and the individual differences in the educational programs

In the present article, the possibility of moral education of children in their early childhood (under seven), when they are masters according to the Prophet’s hadith, is investigated based on the Quranic verses and traditions. To do so, firstly we used the analytical method to present a definition of moral education inspired by Allama Tabatabaie’s view in al-Mizan exegesis; then, we have emphasized the Quranic verses and traditions through an analytical-inferential method to explain that possibility. The findings show that there are, in the Quranic verses and traditions, reasons such as the obligation of moral education, the necessity to remove moral defects, possibility of education, existence of obstacles for education and necessity of removing them in that period, that support the possibility of moral education in children under seven.

The main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is problematic. As an alternative, the neurophenomenological approach of Varela and Mathurana is introduced. They reject physicalism on the bases of the enactive learning and introduce a situated embodied learning. Varela and Mathurana argue that the mind is not in the head and so learning should be considered as an embodied (more than brain), embedded (functioning in a related wider context), enactive (involving things organisms do) and extended (into the environment). Therefore organism and environment are intertwined in the circularity.

Corrective actions in an educational system will generally encounter different challenges and challenges; to solve these problems, critics need to come up with a reformist solution with the help of their employers and, with a critical look, pave the way for the executives. The so-called school intelligence scheme is no exception to this and has problems with implementation, including the conflict with the goals of the Education Transformation Document, and the purpose of this study is to explore these conflicts inspired by Habermas's critical approach and relying on the facts to be extracted from Interviews with the authorities and administrators of the project. The paper attempts to answer the question as to how Haberma's insights into technology can be inspired by the context of the emergence of these conflicts, the way to overcome them, and the transformation of technology into a dominant factor for Determination of educational issues. To achieve this goal, the non-produced interview has been used to identify the status.The findings of this study indicate that there are conflicts in the school intelligence design in three areas of educational system efficiency, the spread of educational justice and general education. Then, according to Haberma's views, the cause of these conflicts has been analyzed and attributed to neglect of the dominant nature of technology. Finally, the strategy to get rid of this domination is to use the approach of some researchers in the structure of intelligent schools

Aesthetics refers to the knowledge of how to use senses to know. The purpose of this study was to introduce Maxine Greene's views about art and aesthetic and its implications on aesthetic education. So, in this article, authors are looking for doctrines of art and aesthetics from Greene's viewpoints. What are the outcomes of these doctrines in education? Therefore, in order to answer to these questions, first, by using analysis and writing methods, some Greene's articles and interviews that associated with this subject were studied, then based on her views about art and aesthetic, key implications and strategies in aesthetic education was inferred. Greene considers arts as a name for appreciation discrimination and understanding various arts. Greene believed aesthetic education in contemporary thought is important because of three main reasons: 1) Opening spaces through aesthetics education, 2) Becoming wide-awake, 3) Discovering the Importance of Imagination. From Greene's viewpoints what makes aesthetics grow is art. In general, all the effort of Greene is that inform professionals of education from the increasingly neglected public education of art and aesthetics.

The main purpose of this article is the representation of Maxine Greene views about public space and its major potentials for the rethinking of the educational behavior in schools. Thus, first of all, this idea is emphasized that public spaces are important places for discussion (for dialog) and a free exchange of ideas and information, through which an individual human being can make his voice heard, while at the same time listening to other individuals’ voices, without being bothered by any fear and threat arising from a wide range of human contradictions, differences, conflicts and ambiguities that are inherent in human communication. Second, along with describing and criticizing the educational space governing the current schools, based on Greene ideas, it is demonstrated that the public space can provide new contexts for going beyond educational standards, and thus may secure grounds for the realization of agency, freedom, democracy and a shared world in the education of learners.

The main objective of this study is to describe and analyze personal knowledge management skills among staff of Ferdowsi University of Mashhad. To achieve this goal, the case study research was used. The study population included all the staff which is permanent post formed expert, which means all the staff except the faculty staff of Ferdowsi University of Mashhad. Data collection was performed in two stages. First, in order to describe the amount of having the personal knowledge management skills of the staff of the Ferdowsi University of Mashhad, 137 experts of university were chosen for study. At this stage in order to collect data, the questionnaire of personal knowledge management skills Avery et al (2001) was used. The results of the quantitative data analysis showed that the experts at the University of Mashhad have an appropriate information in the personal management skills. In the second stage, to identify activities focused on each individual's knowledge management skills, the semi-structured interviews were used. The main number of informants at this stage of research consisted of sixteen permanent experts of Ferdowsi University of Mashhad. Based on the findings of qualitative data analysis at this stage, The most important activities related to personal knowledge management skills are: data recovery (data collection and schooling and gain information, ask, etc.), evaluation of information (recognize of good bases, evaluation of information, Check information proportion with the needs, etc.), Organizing information (prioritize, mentally planning, writing the key words, etc.), the sharing of knowledge and information (identification and problem solving, communicating with colleagues, adopt practices, etc.), Data analysis (analysis of information, use of information), the dissemination of knowledge and information (data exchange, information, putting information at the disposal of clients, etc.), security information (security information, supporting the information, annual Archives, etc.).

The first condition for maximizing the effectiveness of student's thesis is choosing appropriate subject matters for a research project. Using a descriptive-analytical and documentary- survey method, the present research aims at identifying the factors affecting the selection of a subject matter for writing a theses by the postgraduate students in Firdausi University. The statistical population consists of all the postgraduate students in Firdausi University Mashhad, among whom 286 students were selected for the survey through quota sampling. A researcher-made questionnaire which is designed according to Likert scale is used in this survey. The validity of the questionnaire was approved by five professors in the field of research methods, and its reliability was established by Cronbach's alpha internal consistency (0.82). The results of analyzing the factors show that five factors including the atmosphere and facilities of university, student's personal relations, time and ease of having access to resources, the relations with the organizations and attachment to place are influential in the selection of a subject matter for writing a thesis by students. The atmosphere and facilities of university are among the factors that have greatest impact. Furthermore, the results show that the students do not seem willing to take into consideration the problems and needs of the society when choosing the subject matter.

The main objective of this research is to pathologically study knowledge creation in humanities research centers affiliated to the universities. In the pursuit of this goal, grounded theory was employed. The study group constituted of eleven humanities research centers in one of the universities of Iran. Fourteen members of the research centers were interviewed. The garnered data were analyzed during the two stages of open and pivotal codifications. On the basis of the analysis of interviews, nine categories were extracted, which are most important problems of humanities research centers of the universities. These problems include weak motivation, weak structure, isolation of research, weak university support, education-oriented approach of university, lack of a total knowledge management system, weak morale for cooperation in research, research centers as black boxes and limitation of funds. Moreover, the findings also show that focus of research centers on meeting the demands of the society is through research projects, while half of the centers are semi-active and the other half are non-active.