مقالات رزومه دکتر طاهره جاویدی کلاته جعفرآبادی

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.

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.

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.

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.

Political education as a transfer process of knowledge، values and attitudes of the political system to the new generation and Brought some stability and durability the system، is The most important aspect of education and most essential issue that has long been of interest to philosophers and thinkers. Due to the impact of the political education from the ideological and philosophical foundations of society، this paper attempts to Study and research by the use the descriptive and analytical methods and Comparative Analysis، philosophical foundations of this education from the perspective of John Locke as a pioneer and founder of liberalism and imam Khomeini as a founder and theorist of modern political government، Which is based on political philosophy of Islam. Based on this research، there are some similarities and overlap in the concepts related to politics and political education among this two thinker، but In view of the philosophical bases، the differentiation frequency was observed. One from the most basic fundamental differences is the centrality of Towhid in all aspects of politics and political and educational activities of the Imam and the lack of this theoretical foundation in Locke’s thought.

The main objective of the present paper is to study the principles and methods of interaction with the other on the basis of anthropological fundamentals of Islam for which logical induction method has been used. There are many approaches to the issue of interaction with others, including civil society, Emmanuel Lévinas’s otherism, and spiritual non-violence. In contrast, one may introduce moderate otherism on the basis of Islamic teachings. The question that is raised here is: is it possible to offer different principles and methods for interaction with others on the basis of moderate otherism and anthropological fundamentals of Islam? In order to provide answer to this question, in the first place, anthropological fundamentals of Islam have been discussed based on the holy Quran and its exegesis (Al-Mizan) and some principles and methods have been inferred for suitable interaction with others. Some of the anthropological fundamentals of Islam are: merciful dignity, transcendental love of the Almighty, and rationality. Also some of the principles and methods for interaction with others are: dignifying of human beings, dialogue, philanthropy, forgiveness while in power, open-mindedness in dialogue, having mercy and avoiding violence.

This study aimed at study investigating the relationship between teacher's tolerance and their preferred teaching styles. The population of research comprised the high school teachers of Mashhad City in the 2010-2011 academic years and the sample included 110 teachers. The sample completed "tolerance" and "teaching styles" questionnaires. After data analysis, the research results showed that the tolerance of teachers is not linked to their preferred teaching styles. It was also construed that the tolerance of teachers had a moderate level and the preferred teaching styles was active teaching style. Based on the results, it is suggested that the in service teacher training program more attention should be paid to the doctrines of humanism. It is also suggested that other researchers should focus on the causes of tolerance and its relation to other issues in the field of the education.

Heidegger in “Being and Time” analysed Dasein’s existential for questioning about Being. In this research studied the most fundamental existential، i. e. Being- in- the- world on Heidegger’s view. For this purpose، first paid to being- in and worldliness، and then studied tools for accessing to the world and its implication in education. After that in order to paying to the self based on being- in- the- world، considered Dasein’s and Dasman’s spatiality and historicity. At the end educational model designed on Heidegger’s view، criticized and studied the possibility of dialogues between religious and Heidegger’s thought; and proposed Minavi model in education. In this model God is creator and director of the world and historical Dasein، and changes the norms of human societies in periods of time. The goal of this education is bringing up authentic Dasein who believes in God، always examines its thought and behaviours to modify and improve its society. This Dasein is responsible to the world’s director too.

The main purpose of this paper is a reflection on common approaches to P4C and offering an alternative to the program based on Wilber theory of integral. Accordingly, it is argued that the alternative contains four quadrants and could be considered as a Holon. For Wilber all aspects of the reality should be counted as a whole. In this view, philosophy for children is a process like Socratic methods and research community as introduced by Lipman; is a historical approach as it could be found in the Gaarder's work, “Sophie's world”; is a philosophical story as elucidated in the Fischer's book entitled: “stories for thinking” and Piquemal work "the story of the philosophical world”; and is a cultural bounded program as enlightened by one of P4C leader in Danmark, Jespersen.