کمال نصرتی هشی

Paying attention to emotions and emotions and their management in students is very important and needs to be investigated. The aim of the current research was to study the lived experiences of teachers and professionals regarding the challenges governing the management of emotions and emotions and to provide solutions for it, and the research method was also a qualitative phenomenology type. The interviewees of the research included all teachers and specialists in education, psychology and counseling in Ardabil city in the academic year of 1401-1402. To select the participants, a purposeful and saturation sampling method was used, and in this research, 21 people were teachers and 19 people were experts. Data were collected using in-depth and semi-structured interviews and two-way dialogue. To determine the validity and reliability of the interviews, triangulation or triangulation technique, member control technique, parallel accurate information acquisition technique and researchers' self-review were done. In the interview with the teachers, the majority of them emphasized the existence of challenges such as individual, family, school and educational challenges in managing students' emotions and emotions and presented solutions including social solutions, family-oriented solutions and education-oriented solutions for it. Experts also listed solutions such as recognizing, explaining and justifying children, solutions related to the family and improving the abilities of school staff. The results of the research indicate that the management of students' emotions and emotions requires more capabilities and skills of families, school and society agents, and it seems that the current situation is far from the ideal situation of those capabilities and skills. From this point of view, it seems necessary to prepare necessary empowerment programs in order to manage students' emotions and emotions for families, school and society.

The aim of the present study was the effectiveness of cognitive therapy-based emotion regulation on problem solving and social competence of adolescents with behavioral disorders.The method of experimental research was of experimental type and pretest-posttest design with control group. The statistical population of the research included all the high school students of Nowshahr city in the academic year2016-2017whose number is2060.The research sample consisted of 36 students with behavioral disorders who were randomly selected among the students with behavioral disorders and were randomly assigned to two experimental and control groups.To collect data, the revised checklist of behavioral problems(RBPC)the short form of the social problem solving questionnaire(SPSI-R)and the social adequacy test(Flener et al,1990)were used. The results of covariance analysis showed that the cognitive therapy-based emotion regulation in the experimental group was associated with an increase in positive and logical problem solving and a decrease in negative, impulsive and avoidant problem solving and an increase in the social competence of adolescents with behavioral disorders(P<0/001).Based on the findings of this research, it can be concluded that by correcting the misbehavior cognition's and the methods of expression of emotions and problem solving style in adolescents with behavioral disorders, it improved the social adequacy in interacting with themselves, peers and other people;This, in turn, can affect their other relationships and correct their disordered behaviors.In the end, according to the findings of this research, it is suggested that the effectiveness of cognitive therapy based on emotion regulation on other disorders of children and adolescents should be considered.

The aim of the present research was to examine the relationship between self-efficacy in mathematics, computer science and engineering students’ academic performance. This research was applied and descriptived and correlational. The population of this research includes all engineering students of Isfahan University of Technology in the academic year 1402-1401 and multi-stage cluster sampling method. Questionnaires used to collect information include mathematical self-efficacy questionnaire (MSES), Murphy, Kuro and Owen self-efficacy questionnaire and Henderson Questionnaire were used to measure science self-efficacy. The validity and reliability of this questionnaire has been confirmed in past researches. In this research, the validity of these questionnaires has been checked and confirmed by subject experts, and its reliability has been confirmed by Cronbach’s alpha. The data obtained from the questionnaires were used by means of descriptive statistics such as mean and standard deviation and inferential statistics such as Pearson correlation and multiple regression. The results of the data analysis indicated that having self-efficacy in mathematics and computers can predict academic performance and science has a correlation with academic performance. Meanwhile, mathematics self-efficacy has the greatest power to explain mathematics performance, followed by computer and science self-efficacy, which has the power to explain the academic performance of undergraduate engineering students.

Throughout history, human beings have needed regulations to be able to form and develop a regular and orderly society. They established a set of rules to realize human rights in society. From this perspective, it is necessary to sufficiently inform individuals about the primary regulations in society to realize their rights and those of others, and to implement the laws and regulations governing society as much as possible. Accordingly, we can achieve the desired goals of a law-abiding society by planning for legal literacy. Legal Literacy, as an important element, enables individuals to analyze problems such that it can be known as a field of power that could act as one of the governance tools based on democracy. It necessitates that governments and states pay more special attention to it. Furthermore, it could be noticed that legal literacy has a genuine duty to help people to be aware of their rights, to understand their civil tasks, and to increase their social and political literacy. Therefore, it could be pointed out that legal literacy means to be aware of rights and tasks that facilitate the realization of justice and balance between different interests. It is the awareness about rights, governance, and obligations of governance that could lead to the change of masses’ behavior and the demand for justice from the governance and its responsibility. On the other hand, it should be emphasized that legal literacy, as an important subject in society, is not in a suitable situation such that the legal system of our country has faced some problems that should be considered significantly.

This study was an applied one, objectively employing the content analysis of books, and was descriptive in nature. This study made use of the content analysis method and was an analytical-descriptive study. The population consisted of textbooks from secondary schools that the Ministry of Education published in the academic year of 2022-2023. The sample size consisted of textbooks from upper secondary schools, including Farsi II, Sociology III, and Social Sciences (Social Identity), which were selected using a purposeful sampling method. In this study, the reflection of legal literacy components in textbooks, including Farsi III, Sociology III, and Social Sciences (Social Identity), was examined using a checklist. We made use of face and content validity to determine the validity of the checklist, and we employed Cronbach’s alpha to calculate the reliability of the checklist (α= .83).

Data analyzed using content analysis method suggested that of the total 6653 Persian words in textbook of Farsi III, five words (.07 %) were related to components of “Familiarity with constitution”, five words (.07 %) were related to the “Introduction to the law science”, five words (.07 %) to “Laws of crimes and punishments”, no word (zero) was related to “Family rights”, “Insurance rights” and “Traffic rights”, 12 words (.30 %) were related to “The right to get acquainted with courts and tribunals”, four words (.60 %) to “The right to be familiar with the responsibility of wasting another's property” and three words (.30 %) to “Laws of contracts and transactions”. On other hand, of the total 39323 words in the textbook of sociology 3, nine words (.022 %) were related to “Familiarity with constitution”, 21 words (.05 %) to the “introduction to the law science”, 9 words (.023 %) to “Laws of crimes and punishments”, no word (zero) was related to “family rights”, “insurance rights” and 6 words (.01 %) to “traffic rights”, 6 words (.1 %) were related to “The right to get acquainted with courts and tribunals”, 4 words (.01 %) to “The right to be familiar with the responsibility of wasting another's property” and one word (.002 %) to “Laws of contracts and transactions”. Furthermore, of the total 24107 words in the textbook of social identity, two words (.008 %) were related to “familiarity with constitution”, four words (.01 %) to the “Introduction to the law science”, no word (zero) to “Laws of crimes and punishments”, no word (zero) was related to “family rights”, “insurance rights”, two words (.008 %) to “traffic rights”, 2 words (.008 %) were related to “The right to get acquainted with courts and tribunals”, one word (.004 %) to “The right to be familiar with the responsibility of wasting another's property” and 1 word (.004 %) to “Laws of contracts and transactions”.

Based on the calculated frequencies of the studied components in the textbooks, it can be stated that legal literacy, as an independent and integrated curriculum, was overlooked. It was not addressed in a balanced way; some components received more attention, while others received less or no attention at all. This indicates that more attention is needed. Furthermore, the results showed that there was no required consistency among the contents of legal literacy in the textbooks of Farsi III, Sociology III, and Social Identity in most sections. Based on our results, there is an urgent need to examine and present these topics at the textbook level. This has familiarized students and teachers with these concepts. As a result, students become familiar with the types of crimes and their punishments through this mechanism, which in turn has led to crime prevention. It is possible to prevent many crimes occurring at the community level through this approach.

The purpose of study is Identifying the factors affecting the establishment of "quality culture" and effective factors in the quality of virtual education of Farhangian University.The research method was a two-stage combined exploratory exploration. In the qualitative section, using a semi-structured interview technique, 23 academic and thematic experts were interviewed in a purposeful manner from educational and research centers and the research method in the qualitative part is foundational data theorizing, which seeks to create a theory, model and pattern (Sharmaz, 2007: 462),. A descriptive-survey method has been used in the quantitative part. To analyze the data in order to evaluate the fit of the proposed model from confirmatory factor analysis and structural equation modeling technique by using Smart PLS software. In the quantitative part of research, the initial structure of questionnaire which was compiled with 136 items, in the initial study among five quality monitoring and evaluation experts at Farhangian University. The information obtained from the examination the indicators of each of dimensions and indicators of the quality culture using the criteria of the absolute magnitude of the factor loadings, T-statistics and R2, it should be said that all the items have a suitable factor loading (above 0.7) on the related variable. And these factor loadings were significant at 0.05 and 0.01 levels. In other words, the value of t associated with each factor load is greater than its critical value (1.96) at the 0.05 level and (2.58) at the 0.01 level. Then, in the quantitative section, 389 faculty members and non-faculty members were selected by multi-stage cluster sampling and answered the questionnaires. Findings from first and second confirmatory factor analysis showed that culture quality of factors; "Structural / managerial elements"(0.388), "Cultural/ psychological elements" (0.248), "Leadership" (0.500), "Communication" (0.584), "Trust"(0.457), "Commitment"(0.150) and responsibility"(0.528),"Participation"(0.176), "Empowerment"(0.312), "Infrastructure reform"(0.161), "Results of quality culture"(0.458) has been formed and its native model has a suitable structural validity for establishment in Farhangian University. As a result, it can be said that the structural model under study is of good quality and the observed values are well reconstructed and the model has a good predictive ability.

The purpose of the research is to investigate the characteristics and requirements in the training of inspirational teachers and solutions to overcome the existing challenges (Investigating the lived experience of teachers and professionals). Document analysis method and phenomenological method (semi-structured interview) were used to obtain the findings. In this study, 20 elementary school teachers in Najafabad city and 19 professors of Farhangian University of Isfahan province were selected by purposive sampling method and theoretical saturation criterion. In the findings section, the characteristics of inspirational teachers were determined by reviewing the available sources and through interviews with teachers and specialists. And it has been shown that inspiration does not happen overnight. Rather, while paying attention to the talent of people, it is achieved through effort and education and the development of intellectual powers. In the following, through interviews with teachers and experts, the opportunities and challenges in the training of inspirational teachers in teacher training centers were identified, and finally, solutions were proposed to overcome the challenges. Finally, according to the opinion of the teachers, in order to overcome the challenges, there are suggestions such as improving the academic level of professors and paying attention to their recruitment, specialization of courses, strengthening and equipping Farhangian University, holding various training courses, and more attention to internship courses. In order to get out of the challenges, experts also use solutions such as using the experiences of experienced teachers in making decisions, using artist teachers, correctly defining an inspiring teacher and appreciating inspiring teachers, holding training courses, modifying the method of selection and recruitment in order to employ student teachers and professors, the proportion of entrances to the capacity of each center, writing new books and translating good and authentic works for teaching, and improving the attitude of student teachers towards the teaching profession.

The purpose of the research is to study the lived experiences of teachers, parents and professionals regarding the challenges governing the parent-teacher association meetings and to provide solutions. Qualitative and phenomenological methods were used in this research. The interviewees of the research included all teachers, parents and specialists of Ardabil city in the academic year of 2022-2023. To select the participants, targeted and saturation sampling was used and 21 teachers, 16 parents and 19 specialists were selected. Data were collected using interviews with open and semi-structured questions. Validity and reliability of interviews were determined through triangulation technique, member control technique, parallel accurate information acquisition technique and researchers' self-review. In the interview with the teachers, the majority of them emphasized and provided solutions to the challenges in the parent-teacher association meetings. The parents also listed the challenges and solutions for these meetings and finally, after explaining the reasons for holding or not holding parent-teacher meetings and the topics and content required to be presented in these meetings, for the proper implementation of the meetings, the experts introduced methods and requirements such as the use of electronic devices, the requirements for discussions in the meeting, the manners of participating in the meetings, and the use of the necessary facilities.

The educational institutions of any society are the product of history and can only be explained with the help of history. Therefore, in the present research, the study of artistic education in ancient Iran and its comparison with the Safavid era was investigated. This research is a documentary research that was conducted with a comparative-analytical approach, and Brody's comparative method (description, interpretation, juxtaposition and comparison) was used to analyze the data. The statistical population of the research is all the sources related to the two periods of ancient Iran and the Safavid era, including books, articles and authentic scientific documents, and the purposeful sampling method was used. In the findings section, firstly, in ancient Iran, components such as music, place, artistic goals and tools, the progress of painting and the influence of countries on each other, iconography, its goals and methods, weaving education and the development of calligraphy were investigated. Also, in the next stage and in the Iran part of the Safavid era, components such as the reasons for the weakening of music and its various forms, ups and downs in the art of painting, developments in the art of iconography, changes and innovations in the art of weaving, and the sanctity of the art of calligraphy in the Safavid era were examined. As a result, based on the findings, it can be acknowledged; Music, painting, iconography, weaving and calligraphy have made significant progress and innovations in ancient Iran, and in the Safavid era, even though music and painting did not experience significant progress for some reasons, there were significant developments in the field of weaving, iconography and calligraphy.Discussion and Therefore, by reflecting on the findings, one can benefit from the challenges and opportunities and experiences of ancient Iran and the Safavid period, in the field of art education of the present era.

The purpose of the research is to investigate the seriousness of primary school students doing their homework during the CoVid-19 Pandemic and to identify challenges and solutions to overcome the problems using the lived experiences of teachers, parents and professionals. Qualitative and phenomenological methods were used in this research. The interviewees of the research included all teachers, parents and specialists of Ardabil city in the academic year of 2022-2023. To select the participants, targeted and saturation sampling was used and 23 teachers, 25 parents and 14 specialists were selected. Data were collected using interviews with open and semi-structured questions. Validity and reliability of interviews were determined through triangulation technique, member control technique, parallel accurate information acquisition technique and researchers' self-review. The findings showed that during the CoVid-19 Pandemic, teachers used assignments that had most of the main characteristics of an ideal assignment. And in order to make it more interesting, enjoyable and to do the homework in a creative way, they implemented various methods and of course they also faced many problems which solutions were presented to overcome them. Parents also expressed their lived experiences about the seriousness of their children in doing their homework and presented solutions to solve the challenges. Next, in connection with the challenges mentioned by teachers and parents, experts were interviewed, and in order to overcome them, the experts presented different solutions and in four categories of solutions; Solutions for teachers, solutions for parents, solutions for education professionals, and solutions for students were categorized.

This study aims to explain the relationships based on technology in post-phenomenology and its consequences for education. Analytical and inferential methods have been used to achieve this goal. Post-phenomenology is one of the new philosophical approaches in the field of technology. This approach has been developed on the one hand with a critical discourse of classical phenomenology and on the other hand with research in the empirical field of science and technology studies. Phenomenology does not look at technologies as merely functional and instrumental objects, but as intermediaries between human experiences and their activities, and deals with specific technologies and their existential and epistemological differences in the biological world. Post-phenomenology in the application of educational technology can also change the type of technology question and pay attention to the type and manner of educational technology involvement in presenting reality to learners and the extent to which their perceptions of reality change. Embodiment, Hermeneutic, Alterity, Background, fusion, immersion, and augmentation are of technology-based relationships that can have important consequences for education such as; Paying attention to the aspects of increasing and decreasing technology, emphasizing the description and interpretation of ratios, not neglecting the impact of the macro level, being careful in new ratios and out of description.

The aim of the research is to compare the educational consequences of patriotism and its components in Ferdowsi's Shahnameh and Islamic teachings.

This research was done with a qualitative method and document analysis type.

In the findings section, first with the topic of patriotism, we will examine some components in Ferdowsi's Shahnameh, including; Love for the homeland, paying attention to the fate of the homeland and being sensitive to it, defending the homeland, creating a sense of patriotism and pride for the homeland, making sacrifices for the sake of the homeland, creating a positive feeling towards the homeland and the freedom of the people of the homeland. Also, in the section of Islamic teachings, components such as the security of homeland, city and life, defense of the homeland, sensitivity to the land, the inherent value of the homeland, patriotism, the importance of security and prosperity in the homeland were examined, and at the end, the differences and adaptations were examined. The similarities between the view of the Shahnameh and Islamic teachings were discussed in connection with the discussion of patriotism.

As a result, inspired by the findings obtained, by introducing the new generation to their national and religious values, the best solution can be presented to preserve the zeal and honor of the homeland, and to protect the soil and the homeland in the new generation; Therefore, one of the goals of this research is to provide theoretical content for use in elementary and secondary school textbooks.

The purpose of this study was to analyze the content of the sixth grade elementary social studies textbook based on the principles of social education from the perspective of Nahj al-Balagha. To answer the questions, the methods of documentary analysis or library method and content analysis were used. In this study, the community was equal to the sample; as the sixth elementary social studies book 2021-2022 was selected as a community and research sample. In the findings section, in order to answer questions, the book of sixth grade studies with analysis to 4 units; Texts, images, activities, and worksheets were divided. Then, the units of analysis in 10 principles of social education from the perspective of Nahj al-Balagha, including the principle of dignity, principle of unity, principle of justice, principle of participation, principle of titivation, principle of responsibility, principle of patience, principle of love, principle of freedom of expression against others, and the principle of healthy communication were organized and the results showed; Textbooks 61 times, lesson activities 88 times, images 77 times and worksheets at the end of the book in 10 times have paid attention to the principles. Therefore, in the findings section, it was shown that in all four sections of the book, in order to pay attention to all the principles, the existing capacities have not been used well, and in compiling textbooks, the executive agents are expected to use all the capacities of the book in teaching the principles.

This study aims to investigate Wittgenstein’s language games theory and its methodological implications in educational studies. This qualitative research utilized a conceptual analysis and inductive method to review the related literature. In this study, first, Wittgenstein's language games theory and the nature of its rules were studied. Then, a set of methods consistent with the nature of research and evaluation in the fields of education science was extracted. Among the methods extracted from the theory of language games were paying attention to the social context and overcoming the dominance of quantity in educational issues, limiting the scope of research and paying attention to the interwoven networks of affairs, emphasizing distinction in the analysis of educational issues, self-imposed exile, overcoming biases, how to learn, learning the experience of educational agents in the heart of the society and finally promoting a critical view and getting rid of the habit. In general, it can be concluded that it is impossible to speak of precise, constant, and uniform steps in the methodological discussion in the same way in all situations. It can also be concluded that Wittgenstein sought to solve the problems of philosophy and the true understanding of the world by understanding the language. New generation understanding of the world can be enhanced by introducing the nature of language and its functions.

The purpose of this study was to investigate the effect of teaching the educational conduct of the prophet (PBUH) and the Imams (AS) on vandalism and psychological Well-Being of high school male students. This research was a quasi-experimental research with two experimental groups and two control groups. The study population included all male high school students in Najafabad in the academic year 2020-2021 and four schools were selected by multi-stage cluster sampling method and four classes were selected from schools. And in Shad application, 43 students in two experimental groups and 49 students in two control groups participated. Afshani and Javaherchian (2016) Vandalism scale and Ryff (1989) psychological Well-Being scale were used to collect data. The validity of these questionnaires was reviewed and confirmed by subject matter experts and the reliability of the questionnaires was reviewed and confirmed by Cronbach's alpha. Descriptive statistics and analysis of covariance were used to analyze the data. The results of the research showed that the educational conduct of the prophet (PBUH) and the Imams (AS) has a significant effect on reducing destructive behavior inside and outside the school and also increases the overall score of students' psychological well-being and all its components except the component of autonomy and environmental mastery. Therefore, by investing and promoting educational programs based on the educational conduct of the prophet (PBUH) and the Imams (AS) in educational institutions, it is possible to reduce the destructive behavior of students and increase their psychological well-being.

The purpose of the research was to investigate the situation and challenges related to the responsibility of students in virtual classes during the CoVid-19 Pandemic and to find solutions experienced by teachers, parents and education experts to increase the responsibility of children. In this research, using the phenomenological method, in the first step, an interview was conducted with 21 teachers of Ardabil city about the identification of challenges and problems related to responsibility, and the majority believed in the existence of the challenge of responsibility. Then, to overcome the challenges, solutions were presented by the teachers to improve the responsibility of the students. In the next step, 26 parents were interviewed to identify challenges related to their children's responsibility. The findings showed that according to parents, their children were highly responsible. In order to improve students' responsibility, parents also provided solutions. Finally, 10 education experts were interviewed about the reasons for the conflicting opinions of parents and teachers, as well as finding solutions to overcome the challenges. Among the solutions mentioned, it can point to things like providing a suitable model of responsibility, understanding the concept of responsibility and its impact, encouraging the child to do things by himself, giving responsibility in the family and school environment, writing accountability rules, delegating the management of personal life to the individual himself, avoiding blame and orders and prohibitions in performing duties, lack of abundant love for the child and lack of assigning tasks and responsibilities in a general and ambiguous way.

The purpose of the present study is to investigate the way teachers evaluate students' performance in the CoVid-19 Pandemic and to identify challenges and solutions to overcome problems using lived experiences of parents, teachers and professionals. The current research is qualitative. To obtain the findings, the phenomenological method (semi-structured interview) was used. In this study, 25 primary school teachers and 25 parents of students in Ardabil city and 14 experts in this field across the country were selected by purposeful sampling method and theoretical saturation criteria. The results showed that during the CoVid-19 Pandemic, teachers used different methods for evaluation and faced many challenges, and were presented with suggestions to overcome them. Parents also expressed their opinions about how to evaluate teachers and provided solutions to solve the challenges. Later, in relation to the identified challenges, experts were interviewed, and in order to overcome challenges, strategies such as expansion of combined education, elucidating philosophy of evaluation and its ethical aspect to learners and parents, the development of communication infrastructures, use of research results, conducting continuous activity-based evaluations and in a practical and inferential manner, no restrictions on the use of networks, monitoring the work of teachers, emphasizing evaluation as a tool for learning not a means of stress, evaluating high levels of students' knowledge and avoiding emphasizing the evaluation of the low level of knowledge, and various other solutions that were presented in the findings section. Therefore, it is necessary for education practitioners to take advantage of the suggestions of parents, teachers, and especially experts in order to identify the challenges in the evaluation of students during the CoVid-19 Pandemic and overcome them according to the presented suggestions.

The study aimed to evaluate the role of several factors in students’ happiness, including educational factors (effective teaching, perceived constructivist learning environment), human factors (students’ sense of humor, overall life satisfaction, and positive affectivity), and organizational factors (teachers’ job satisfaction, work engagement, and organizational commitment). This was a practical study in terms of objective, with a descriptive-correlational research design. Sample population consisted of all the female high school students (11th grade), teachers, head teachers, and deputy head teachers of the Department of Education District 3 in Tabriz, Iran. We used multistage cluster sampling. Sample size was determined to be 246 students using Krejcie & Morgan table. We also selected 246 teachers, head teachers, and deputy head teachers from the schools. Data collection tools were the sense of humor scale, the life satisfaction scale, and the positive affect and negative affect schedule. Further, the participants completed the Oxford Happiness Questionnaire, the effective teaching questionnaire, the perception of constructivist learning environment scale, the Minnesota Satisfaction Questionnaire, the organizational commitment questionnaire, and Utrecht Work Engagement Scale. The Findings showed a positive correlation between the students’ happiness and effective teaching, perceived constructivist learning environment, sense of humor, life satisfaction, positive affectivity, job satisfaction, organizational commitment, and work engagement. Based on the regression analysis and coefficient of determination, educational factors had the most significant impact on the students’ happiness, followed by human and organizational factors, respectively.

The purpose of this research was to investigate the role of individual self-efficacy, knowledge transfer and quality of working life in empowering elementary school teachers. The current research was applied in terms of purpose, descriptive-correlative in terms of nature, and field and library in terms of data collection method. The statistical population of the present study included all primary teachers (452 women and 251 men) of Marand city. From this population, a sample of 248 people (160 female teachers and 88 male teachers) were selected according to Morgan's table using proportional stratified sampling method. In the current research, the questionnaire of professional qualifications of teachers of Melainejad (2013) (Teacher Empowerment Questionnaire), the quality of work life questionnaire of Ilgan et al; Then, Data analysis was done using simple linear regression and multiple regression tests and SPSS software. Multiple regression analysis showed that among the three variables, the individual self-efficacy variable with a beta of 1.037 plays a role in empowering elementary school teachers. Also, simple linear regression analysis showed that individual self-efficacy with a beta of 0.514; Knowledge transfer with a beta of 0.502 and quality of work life with a beta of 0.226 play a role in improving the empowerment of teachers. It can be considered that individual self-efficacy is the basis for empowerment; Because if there is self-efficacy, other components such as knowledge transfer and quality of work life will be effective on empowering teachers.

The main aim of current study was to investigate the effectiveness of the implementation of teaching philosophy to children program on the attitude toward creativity and achievement motivation of girl students in Isfahan in the academic year of 2017-18. This study was a quasi-experimental one conducted through a control group and a pretest and posttest. The statistical population of the study included all female students in Isfahan aged 12 to 14 which a sample was selected randomly through cluster sampling from two of the Centers of Children and Adolescents. Then, 15 students were selected randomly from each of these centers and were put into two control and experimental groups. To collect data, at first, Charls. L. Schiefer's creativity attitude scale (CAS) (1998) and Hermann's achievement motivation questionnaire (1970) with Cronbach's alpha coefficient of 0.61 and 0.79 respectively were used. Later on, the subjects in the experimental group attended 15 one-hour sessions - every week 2 sessions - of teaching philosophy to children program. At the end, the questionnaires were completed again by both groups. Comparison of mean scores of attitude toward creativity and achievement motivation in the experimental and control group were analyzed using multivariate analysis of covariance and showed a significant difference (P <0.001). In other words, it can be acknowledged that the implementation of teaching philosophy to children program has had a positive impact on the growth of creativity and achievement motivation of children. Hence, by providing educational courses of philosophy to children in schools throughout the country, it hopes to improve the creativity and achievement motivation of children in schools.

The purpose of this study is to investigate the teaching methods and experiences of sixth grade elementary school teachers in Isfahan in teaching mathematics in the age of the corona and to provide practical suggestions.The research method is qualitative and phenomenological. Participants in the study including 35 sixth grade elementary school teachers in Isfahan in the academic year 2021 were selected through available sampling.To conduct the interview,questions were developed with the opinion of experts and professors of educational sciences and the data obtained through semi-structured interviews were analyzed in three stages of open, axial and selective coding.In general,in the findings section, according to the participants' answers,it was determined that the methods used by teachers are lecturing and answering questions in a virtual style.The positive and negative aspects of virtual learning in COVID were classified into educational, temporal and economic aspects, and in the next stage, according to the teachers, solutions includes holding educational workshops to empower teachers in relation to virtual environment, using the electronic workbook to record student results, setting and implementing special rules in the context of virtual learning, and etc.were provided to overcome the negative aspects and limitations of virtual learning in the sixth elementary mathematics course in the age of the corona. And at the end of the research, methods to the use of sixth grade teachers were introduced in the age of the corona. Among these, we can mention the use of both virtual and face-to-face methods in teaching in the age of the corona.

The purpose of this study is to investigate and infer the components of teachers’ professional ethics with emphasis on teacher interaction with himself from the perspective of Nahj al-Balagha. To achieve this goal, a qualitative method and the type of document review or library method was used. In order to collect and analyze data, since this is qualitative research, the three steps ‎advised by Bardin (1996) were followed. In this study, the research population was equal to the sample; So that the whole book of Nahj al-Balagha was analyzed as the population and sample of research. In the findings section, a set of components of teacher professional ethics with emphasis on teacher interaction with himself was extracted from Nahj al-Balagha. Being thoughtful, welcoming change, believing in the supernatural force and mentioning it, believing in death, purposefulness, order and planning, self-esteem and avoiding selfishness, self-calculation, perseverance and continuity of work, welcoming the continuous learning, pragmatism and consulting with others were the components which were extracted and discussed from the teachings of Imam Ali (AS) in this article.

Preconceptions and biases as problems and challenges in the process of people's thought face them with a lot of difficulties in analyzing, explaining, and interpreting affairs and issues. The aim of this study is to investigate the role of self-imposed exile to overcome the preconceptions of understanding based on Wittgenstein’s later thought and to draw its educational implications. This qualitative research utilized a descriptive, analytical, and interpretive method. In the first step, the definition of understanding from Wittgenstein's point of view is discussed, and in the next step, it is made clear how people's understanding and attitude depends on their "world-picture", and how its formation begins from the early stages of life. It is also argued that if the world-picture is a result of persuasion and does not meet the requirements of language games, one's thoughts and insights will be limited by preconceptions. Then, the self-imposed exile as a strategy derived from Wittgenstein's later philosophy is introduced as a solution in order to overcome the preconceptions and the spirit of the times. Finally, the effects and educational implications of self-imposed exile are inferred, and it is discussed how self-imposed exile would work effectively in order to overcome the preconceptions of thought.

The purpose of the present study was to investigate the role of critical thinking components in predicting self-efficacy (effort, self-regulation, and diligence) among the students of Isfahan University of Medical Sciences. Statistical population of the study included 609 students of Isfahan University of Medical Sciences, and 361 students were selected via random sampling as the statistical sample. The data were collected using both standard questionnaire and a researcher-made questionnaire whose reliability was confirmed by experts in the field. The validity of the whole questionnaire was also calculated at 0.90 via Cronbach alpha. Collected data were analyzed by SPSS 20 applications. Results, according to research hypotheses, revealed that both the components of cognitive maturity and engagement, as dimensions of tendency to critical thinking, in the first hypothesis, have an impact on students’ effort. However, the relationship between the component of innovation and students’ effort were rejected. In the second hypothesis, moreover, it was confirmed that the components of innovativeness and engagement can predict students’ self-regulation. That is, there was a significant relationship between the components of innovativeness and engagement with students’ self-regulation. Nevertheless, it was revealed that the component of cognitive maturity has no impact on students’ self-regulation.

The purpose of research is to investigate the components of constructive skepticism in later writings of Wittgenstein and its implications on the development of critical mind. This research conducted analytical and interpretive approach. Results revealed that the critical mind must have a constructive skepticism which is determined based on reasons. The effect of doubt must amount to something and can be seen on the behavior and practice of the critical mind. In order to have constructive doubt, it must have mastered the language games of doubt. In addition, since the governing rules in the forms of life are not universal, it is necessary for the critical mind to examine affairs according to the ruling beliefs in the language games of each domain. Moreover, the critical mind, in the critique of affairs, cannot simultaneously challenge all his beliefs, because the doubt still requires grounds, but instead he can doubt on each of his beliefs. Finally, in order to educate the critical minds, interactive spaces instead of conservative ones should be more flexible and provide opportunities for learners to participate in a learning community and gain experience within the being fostered community in order to achieve world-picture.

This paper aims to describe common aspects of moral education teachings in Islam and Iranian culture. the question is that whether education in ancient Iran and Iranian culture was a divine education based on religious principles or mot? In this research, scholars have described Ferdowsi's Shahnam as a symbol of education in ancient Iran. They want to compare the points in this book with the educational teachings of the Holy Qur'an (the source of religious education in Islam). Results based on the deductive method showed some common educational points in the Shahnameh and the Qur'an. To comprehend this research, the Qur'an's verses were first considered in four terms: verses relating to the relation with God, relation with creation, relation with the ego, and the relationship with the world. Then the educational points of Shahnameh compared with the interpretation of these verses. The results showed that the moral points in Ferdowsi's Shahnam were consistent with the humanist teachings of the Holy Qur'an. So, it was concluded that ancient Iranian culture not only is not in conflict with the religion of Islam, but also there is a complete match between them.