مقالات رزومه دکتر فرامرز محمدی پویا

The main purpose of this study is to explain Heidegger's interpretation of Aristotelian Phronesis and the educational implications based on it. Heidegger considers metaphysics to be a deviation in human thinking, which separated the theoretical from the concrete and practical sphere of human existence and gave priority to it. This deviation has determined all human relationships, including education, which prevents the realization of the original human existence. Heidegger refers to Aristotle's Nicomachean Ethics and interprets the five epistemic states of the human soul with an ontological perspective. Heidegger, unlike Aristotle, believes in the superiority of phronesis as a way of human existence, looking at his concrete sphere, over other aspects. The role of Francis can be seen in Heidegger's discussions about "the meaning of Being", "truth", "Being-in-the-world" and "Dasein". Based on this, the results of analogical reasoning and practical analogy, which have a special place in studies related to education, lose their validity as absolute and certain facts. In real education and training, instead of teaching what is known, the teacher teaches self-learning and teaches them with the position of his inherent being. The authentic human society is open to different possibilities of educational mechanisms and does not consider any situation as the ultimate possibility. As the ultimate level of metaphysical thinking, "Geshtel" reduces everything, including humans, to "resources", and the function of learning theories and curriculum is to make these resources more productive in line with economic interests. Also, Heidegger's thinking provides many possibilities for the development of new conceptualism in the curriculum.

Today, the domineering system makes a lot of effort to distort the reality and change the place of right with wrong and oppressor with the oppressed by launching a cognitive warfare. To deal with this cognitive warfare, one should turn to Jihad-e Tabyin Discourse (elucidation or explanation Jihad). Explanation Jihad is not limited to a specific person or time; therefore, training the people on how to elucidate and provide explanations should be included in the agenda of the educational system. Considering the importance of explanation in the religion of Islam and the life of Imams (peace be upon them), the purpose of the current research is to present an educational model with explanation Jihad approach from the point of view of Nahj al-Balagha. This study was conducted using a qualitative and descriptive-analytical method. The findings indicate that in order to train people who have explanatory behavior (including speech and actions), the tendency to explain should be developed in them, and the tendency to explain is necessary for developing an explanatory insight. That is, for education based on Explanation Jihad, one should pay attention to the explanatory insight in the educational system. Therefore, some requirements were extracted for development of an explanatory insight based on Nahj al-Balagha. These requirements include raising awareness, being duty-oriented, encouraging questioning, promoting argumentative dialogue and debate, establishing authenticity and authority, adopting an audience-centered approach, considering situation analysis and timing.

The objective of the present study is to explain the inference of educationalconnotations of Imam Khomeini’s semiotic approach to the universe. Thesemiotic approach to the universe from the Islamic point of view is based on theassumption that all phenomena of the universe have an ultimate existential originand source that end in a divine source. This approach lends itself to thoughtfulresearch in Imam Khomeini’s viewpoint. In the present article, first, detailedexplanation of the principles of semiotic approach to the universe in ImamKhomeini’s viewpoint is explained, and, then their educational connotations areinferred. The method employed in the present study is descriptive-analytical. Thedescriptive-analytical method was used to answer the first question and practicalanalogy was used to answer the second question. The results showed thatImam Khomeini has a semiotic approach to the universe and some educationalconnotations can be inferred from it, which include the followings: Compatibilityof semiotic approach with human rationality, rational relationship of scienceswith semiotic approach, moral and axiological relationship between sciences andsemiotic approach, the requirements of correct scientific orientation, and, finallythe principle of confrontation and interaction of morality and reason and practice

The statement of the second step of the revolution is the renewal of information addressed to the Iranian nation and especially to the youth, which will serve as a charter for the second stage of self-construction, socialization and civilization. One of the areas that plays an important role in achieving the goals of the second step of the revolution is the field of education, because on the one hand an important part of these goals is achieved during the education process and on the other hand, part of these goals are achieved by human resources. Educated is realized in the educational system, therefore, in order to achieve the goals of the second step of the revolution, special attention should be paid to the improvement of the education system. In order to improve the education system, its challenges must be examined in the first step of the revolution in order to be solved in the second step and provide the basis for the realization of the above goals. In order to examine the challenges of the education system, in the first step, we will address the demands of the Supreme Leader regarding education, because his demands, as a beacon, enlighten the minds about the challenges of education. Therefore, the purpose of this study is to explain the demands of the Supreme Leader from the education system in the first step of the revolution. The method used is the method of document mining and his statements about education have been analyzed with the emphasis on the last years leading up to the fortieth anniversary of the revolution after the announcement of general policies to change the country's education system. After analyzing the statements, their demands were counted in the form of four major categories: educational policy, teacher, educational content, educational space.These demands can be the starting point for the education system in the second step of the revolution and the training of students at the level of Islamic society.

The present study seeks to determine the instances of the six educational areas of the document of fundamental transformation of education in the Holy Quran by qualitative content analysis of practical analogy. For this purpose, first, the components of the six educational areas were analyzed based on the objectives set forth in the theoretical foundations of fundamental change in the formal and general education system of the Islamic Republic of Iran and then the extracted components were validated by a number of educational and religious scholars. For the field of doctrinal, religious and moral education, 43 components, social and political education, 15 components, 4 components of physical and physical education, 4 components of aesthetic and artistic education, 2 components in economic and professional education, and 5 components for scientific and technological education. Then, using content analysis method, the full text of the Holy Quran was qualitatively analyzed based on the components of each of the six educational areas and the instances related to each component were calculated. The findings indicate that firstly, the educational propositions of the document of fundamental transformation are in line with the teachings of the Holy Quran, and secondly, if these examples and teachings are applied in the process of education and the document of fundamental transformation of education is properly operational, we can expect a metered training in line with Quranic teachings.

Reaching to civilization is a complex, time-consuming, and multi-faceted process requiring profound material and spiritual support. Meanwhile, what matters is how civilization can be realized. Hence, this research is intended to explain the type of training required for the establishment of modern Islamic civilization with emphasis on the idea of ​​the Supreme Leader. This is an analytical inferential research. The findings signified that the components of the realization of the modern Islamic civilization from the Supreme Leader's point of view include: spirituality, scientism, ethics, rationality, justice, unity, progress, continuous struggle and dynamism of culture. The results also indicated that the training based on the developmental documents of the country, paves the way for the realization of the modern Islamic civilization.

Human beings every day encounter beliefs, claims and issues in various fields of religion, culture, society, economic and etc, Which must accept or reject them. The design, acceptance, or rejection of any belief and claim is based on rationality. The Holy Qur''an, Nahj al-Balaghah and other religious sources, hadiths and traditions have always invoked man to rationalization and to avoid the persistence of wisdom. Epistemic deontology leads one to the rational examination of a claim before designing, accepting or rejecting it. The purpose of this study is explaining components of epistemic deontology in Nahj al-Balaghah and its effects in the education system. For this purpose, conceptual analysis and qualitative content analysis methods have been used which at first, epistemic deontology was analyzed then full text of Nahj al-Balaghah was examined and explained four components For epistemic deontology include questioning, reasoning, thought comprehensiveness and truth-seeking, that checked out results of its application in the education system.

Given the relationship between theory and practice, there has always been a strong tendency to explore the theoretical foundations of practice on the one hand, and the effects of practice on the repair and completion of theory on the other. Efforts in this field of education can help to shape an educational philosophy and consequently an appropriate educational program (Zandvanian Naini, Safaei Moghaddam, Pakseresht & Sepasi, 2009). This is especially important for teacher/students. Teacher/students are of particular importance as a link between educational thought and practice because they are directly exposed to higher education and education. In other words, teacher/students can operation apply theories of higher education at the level of education, and this is of particular importance because they can critique and analyze educational theory and also, with the touch of the operational levels, help improve educational practice (Mohammadi Pouya & Dehghani, 2016). This study investigate the relationship between epistemological beliefs and educational philosophies with teacher/students' teaching Approaches.  

The research conduct with descriptive-correlational method. The research population includes all teacher/students of Alzahra University in Semnan province with a sample size of 122 people. Data gathering by three questionnaires: epistemological beliefs, educational philosophies and teaching approaches. For determine reliability, Cronbach,s alpha was used which its value for epistemological beliefs 0.93, educational philosophies 0.92 and teaching approaches 0.88. SPSS software was used for data analysis in format of descriptive and inferential tests, including, K-S test, one sample T-test, Pearson correlation coefficient (PCC) and multivariate regression.  

Findings from the survey -relationship between epistemological beliefs and educational philosophies with teacher/students' teaching Approaches- showed the priority of epistemological beliefs of teacher/students was "simple knowledge" and the priority of their educational philosophies was "reconstructionism" and also Teacher/Students prefer the "learner-centered" teaching approach. Based on the findings, the epistemological beliefs of »simple knowledge« and »quick learning« with teacher-centered and learner-centered approach and epistemological beliefs of »definitive knowledge« and »immutability« with teacher-centered approach, have a positive and significant relationship. Because in definitive knowledge and immutability, there is talk of certainty and principles and definitive and inviolable knowledge is dependent on the authority other than itself (Chan & Elliot, 2003). Therefore, the teacher is the source of knowledge and control of learning with him and considered the teacher-centered approach. But, beliefs such as quick learning, need to be used interactive of the role of teacher and student, and therefore use of teacher-centered and student-centered teaching approaches. Another result of the study was that the educational philosophies of »essentialism« and »perennialism« with teacher-centered approach, and educational philosophies of »progressivism« and »reconstructionism« with student-centered approach have a positive and significant relationship. This result is in line with the research results of Mohammadi Pouya (2017) because they also found in their research that the teaching- centered teaching approach had a significant relationship with the educational philosophy of sustainability. It is consistent, as they also report that there is a significant relationship between the types of educational philosophy and classroom management strategies. The results of this research section are in line with the research results of Malekipour and et al (2016), because they also report that there is a significant relationship between types of educational philosophy and classroom management strategies. Also the results showed that the epistemological beliefs of »simple knowledge«, »quick learning« and »definitive knowledge« and the educational philosophies of »essentialism« and »perennialism« can predict teaching approaches. This result is also in line with the results of the study Malekipour and et al (2016), because they have found that the types of educational philosophy of essentialism and sustainability can predict authoritarian and authoritarian class management, and the types of educational philosophy of progressivism and restructuring can predict authoritative, democratic, and indifferent class management. Finally, it was found that teacher/students prioritized the student-centered teaching approach to teacher-centered teaching approach. This result is inconsistent with the findings of the study by Javadipour and et al (2016) and Mohammadi Pouya (2017), because they reported that the teacher-centered teaching approach was more supportive than the student-centered teaching approach. In explaining this finding, it can be acknowledged that in the Javadipour et al's research, Teachers as the research community and in the Mohammadi Pouya's research, professors as the research community, whose average age is often higher than the current research community. They are from the older generation of the educational system, and the current research community - teacher/students- is considered to be the newer generation of the educational field, who have a better relationship with the process and characteristics of today's teaching. On the other hand, this conclusion can be attributed to the emphasis of the education system on the fundamental transformation document of education in recent years. Because the contents of the fundamental transformation document of education and the national curriculum document of the Islamic Republic (as high level documents of the education system) have been designed and developed using a competency-based approach. Examples of competency-based perspectives can be found in the various sections of the national curriculum document. For example, in the section on general approaches and orientations, it is mentioned that learners have an active role in the process of teaching-learning and training and developing their competence inherently. Also in the section on content, it is mentioned that content-centric is tailored to present and future needs, interests, students' psychological characteristics, Islamic community expectations, and educational time (National Curriculum Document, 2012). However, given the prospect of high level documents and teacher/students training, it would be natural for teacher/students to support student-centered teaching approaches based on competency-based and to focus on this approach towards learners.

The purpose of this study is explaining Imam Sajjad's (p.b.u.h.) educational behavior in sahifeh sajjadieh. For better explanation of this behavior, it should be examined in various aspects of education and since the fundamental transformation document as an upstream document in the education system of the country, a comprehensive classification of the dimensions of human education has been made, so the Imam Sajjad's (p.b.u.h.) educational behavior has been explained based on the dimensions of this document. The method of this study is descriptive and qualitative content analysis, That way first the components of the fundamental transformation document of education in each educational sex dimensions were extracted and after validation by a number of experts, the full text of Sahifeh Sajjadieh has been analyzed with regard to the components of educational sex dimensions and by extracting the related examples, was explained the Imam Sajjad's (p.b.u.h.) educational behavior. Findings indicate that Imam Sajjad (p.b.u.h.) has focused on all dimensions of human education (the belief, religious, ethical - the social and political - the biological and tactile – the economic and occupational – the aesthetic and artistic – the scientific and technological). Therefore, his education can be considered as a good pattern, not only in the formal education system of the country, but also in the identity to the lifestyle of the people of the society.

Understanding academics’ points of view about teaching and learning process is of great importance. The present study aimed to prioritize the components of educational philosophies, curriculum ideology and teaching methods in medical science academics, and investigate the effect of demographic characteristics on each of the components. The research method was descriptive-survey based on available sampling method from academics of a medical university in Tehran. Data collection tool was a questionnaire of educational philosophy, curriculum ideology and teaching methods. Only full-time faculty members entered the study, and lecturers and faculty assistants were excluded from the study. SPSS v16.0 software was used to analyze the data. The findings showed that among the medical science academics, perennialism educational philosophy was a priority and the ideology of scientific scholars was prioritized to other ideologies. The teacher-centered teaching method has been more than student-centered teaching methods in favor of teachers finally, the results showed that the variables of teaching history, academic rank and gender had no effect on changing priorities. Considering the importance of the role of students in the quality of achieving educational goals, it is suggested that the educational system administrators provide the necessary arrangements be made to educate and encourage teachers to use the participatory teaching method as one of the most effective methods of learning

  Identifying the curriculum ideology of professors can serve as a tool and a roadmap for education and curriculum planners. This study aimed to recognize and prioritize the ideology of medical science professors regarding the six curriculum components. This descriptive and analytical research was conducted on all professors (N=94) of Baqiyatallah University of Medical Sciences in Tehran, Iran. Data were collected using the questionnaire of curriculum ideology of Schiro. In addition, data analysis was performed in SPSS version 16. In this study, the main priorities of medical science professors regarding curriculum ideology in the six components included the ideology of social construction in goal component, social efficiency ideology in components of teaching, knowledge, and student, and student-centered ideology in learning and evaluation components. While professors considered all curriculum ideologies, they mainly prioritized the social efficiency ideology in all curriculum components. In other words, they mostly emphasized the empowering of students for effective performance.

According to the country's development in the way students role-playing, As well as the role of socio-cognitive characteristics in the process of teaching and learning, the purpose of the present study reviews the relationship between perceived social intelligence by graduate students of the class structure, with the role of the mediator to self-efficacy beliefs. The method of present study is descriptive – solidarity and specifically based on structural equation modeling. The research population includes all dormitory students of Tehran University in graduate school. Research tool is social intelligence, self-efficacy and perception beliefs formed the class structure questionnaires. The findings of the study indicate significant positive relationship with self-efficacy beliefs and social intelligence (r = 0.43) and the perception of the structure of the classroom (r = 0.58), as well as the perception of self-efficacy beliefs and classroom structure (r = 0.37), (P < 0.01). The results of the direct path of standardized coefficients indicated that social intelligence and self-efficacy beliefs of 0.84, 0.52 changes the perception of the classroom structure defining the beliefs of self-efficacy and perceived changes of 0.29 Classroom explaining the structure of the students. Since the results are meaningful relationships and the role of defining perception changes of the class structure by social intelligence and self-efficacy beliefs, holding workshops and courses on self-efficacy beliefs of students and social intelligence to boost their perception of the classroom structure and progress educational system, teaching- learning offer

The aim of this study is explain the position of critical thinking in epistemic deontology of ethic of belief. So¡ used from conceptual analysis method for analyzing epistemic deontology and critical thinking and explain the position of critical thinking in epistemic deontology. The findings show that for rationality to the beliefs and regard of ethic of Belief¡ should provide the necessary and sufficient reasons for belief (Evidentialism). Achieving to this reasons and evidences needed to investigate about the belief (Epistemic Deontology). For to conduct the research¡ should have rules that their application cause done efficiently epistemic deontology process. Critical thinking consists of skills that each can be as a rule and will use in the process of investigation a belief. These rules include "judge with clear criteria and avoid hasty judgments"¡
"questioning"¡ "self-correction"¡ "to distinguish strong from weak reason"¡ "Failure to follow the majority and truth-seeking"¡
"analyzing"¡ "perfect review"¡ "obvious and avoid ambiguity"¡
"avoid prejudice"¡ "comprehensive review"¡ " flexibility"¡ " follow up doubts"¡ "listening to opposite opinions"¡ "separate belief from the owner belief"¡ "review defaults" that with use in process of ethic of belief¡ cause epistemic deontology be lawful.

The aim of present study is to identify critical thinking evidences in Holy Quran by making use of qualitative and conceptual analysis. Critical thinking were analyzed and its elements were identified through theoretical study and then critical thinking evidences of Holy Quran were analyzed by content analysis. To do so, all verses of Holy Quran were studied and those with meanings related to critical thinking elements were identified and analyzed regarding two positions of each sentence, namely the address of each sura and verse, and its related background. Findings of the study led to identifying nine elements for critical thinking (inquiring spirit, judgment with criteria, reasoning, analysis, impartiality, Methodism, objectivism, truth seeking, and flexibility), then for each element some evidences were extracted from Holy Quran. Results indicate that Holy Quran firmly emphasizes on all aspects of critical thinking, especially on inquiring spirit.

Present study is aimed at Nahj-al-balaghe content analysis based on educational sixth dimensions of fundamental transformation document of education by making use of qualitative method kind of analytical - descriptive. Therefore first components of educational sixth dimensions of document fundamental transformation of education been explained، 47 components at dimensions of religious of education، worship، 29 components at dimensions of the social and political of education، 8 components at dimensions of the Biological and Physical of Education، 12 components at dimensions of the aesthetic and artic education، 8 component at dimensions of economic and professional education، 10 components at economic science and technology of education، and then extracted instances of the Nahj-al-balaghe for each component. Therefore it can be concluded that there is a high correlation between educational sixth dimensions of fundamental transformation document of education and Nahj-al-balaghe as one of the valuable Islamic texts and this kind of research can enrich the education documents by islamic and religious texts.