fahimeh ansarian

This study aimed to identify and evaluate the components of spiritual education based on the Fundamental Reform Document of Education.

This research was applied in terms of purpose and exploratory mixed (qualitative-quantitative) in terms of data. In the qualitative section, the statistical population included all relevant resources (books, articles, and theses) as well as experts in education and school administrators, with 20 individuals selected through purposive non-random sampling. In the quantitative section, the statistical population included 357 teachers from a total of 5100 secondary school teachers in Kurdistan, selected using stratified random sampling. Data were collected through interviews and researcher-made and standardized questionnaires, and data analysis was performed using descriptive and inferential statistical methods.

The results revealed that the identified components of spiritual education included cognitive, emotional, and behavioral education, while the factors affecting spiritual education included the values and ethical norms of society, policy-making and planning in the educational system, teachers, and the curriculum. Statistical analyses showed that these components and factors were of appropriate validity.

Based on the results, spiritual education based on the Fundamental Reform Document of Education is significantly influenced by various components, including cognitive, emotional, and behavioral education, as well as factors such as the values and ethical norms of society, policy-making, and the roles of teachers and the curriculum. All these factors can contribute to improving the process of spiritual education in the educational system.

Professional training of Farhangian University students plays an important role in creating transformation in the education system. Therefore, the current research was conducted with the aim of identifying the dimensions and components of professional training of Farhangian University students based on the epistemological foundations of education.

This study in terms of purpose was applied, in terms of time was cross-sectional and in terms of implementation method was qualitative. The research population was professional training documents based on the epistemological foundations of education and academic experts of Farhangian University in the academic years of 2020-21 including 12 documents and 30 academic experts who were selected according to the principle of theoretical saturation with the purposeful sampling method. The research tool was a semi-structured interview with 3 main questions and a number of secondary questions with average interview duration of 2 hours, which whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders of 0.82. To analyze the data obtained from the review of documents and implementation of interviewswere used from open, axial and selective coding method in Maxquda software.

The findings showed that the professional training of Farhangian University students based on the epistemological foundations of education had number of 64 indicators, 9 components and 3 dimensions. The dimension of professional missions with 19 indicators were included three components of education in accordance to the criteria of Saleh school, principles of continuous transformation and motivation in the direction of growth and prosperity, the dimension of professional requirements with 37 indicators were included four components of having professional knowledge, having professional abilities, having professional attitudes and having professional insights and the dimension of professional performances with 8 indicators were included two components of common performance and specific performance.

Considering the identified dimensions and components of professional training of Farhangian University students based on the epistemological foundations of education, it is necessary to plan to improve the professional training of Farhangian University students.

One of the most important organizations that play an important role in the socialization of people is the organization or education system, which is often implemented through the content of the curriculum and teachers. Through socialization, adolescent students learn how to introduce, control, and manage their emotional, emotional, and social expression and revise their beliefs, values, and norms. The education and training system and schools through official curriculum and hidden curriculum cause the socialization of students. Considering the importance of students' socialization in the education system of the Islamic Republic of Iran, the present study was conducted with the aim of designing a socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.

The present research in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the document of the fundamental transformation of the education system and the experts of the education system and educational management of Bushehr province in 2020 year. In addition of document of the fundamental transformation in the education system, the research sample according to the principle of theoretical saturation was obtained 16 people who were selected by purposive sampling method. Data were collected by reviewing documents and semi-structured interviews, which its validity was confirmed by the triangulation method and its reliability by the agreement coefficient method between the three coders was obtained 0.88 and were analyzed by the thematic analysis method in MAXQDA-12 software.

The results indicated that for the socialization pattern of high school students based on the sociological foundations were extracted 48 indicators, 9 components and 2 dimensions. The intra-individual dimension were included four components of communication and interaction, creativity and skill, attitude and family and the environmental dimension were included five components of school, economic, social, political and value and cultural. Finally, according to the dimensions and components, feedback system and reform, philosophy and aims, pattern implementation stages and pattern implementation mechanism, the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system was drawn.

According to the results of the present study, planning to improve the students' socialization is necessary through the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.

The present study aimed to analyze the concept of thinking and deducing of its educational principles based on Mulla Sadra's grounds from the Perspective of Allame Tabatabaei, which has been used by deduction method. In the first part, considering the consequences of the ontological foundations, the concept of thinking and the aim of raising it, was analyzed. In the way that, with employing progressive deduction method, the required assumptions in philosophical foundations are analyzed to proceed to inference the concept of ideal thinking. Thinking is a truth-seeking effort of the mind (as a network of souls perceptions) to approach reality and transform from manifestation of phenomena to their concealment, which its process begins with sensory observation and perception of the appearance of objects and from observing the multiplicity of phenomena passes into the concealment of the universe. According to Allame Tabatabaei, the purpose of thinking training is transcendental realism. In the second part, to deduce thinking training principles, by describing and classifying the ontological foundations, Frankena's model of reconstruction is applied. Upon the mentioned view these training principles are: linking to the reality (reinforcing observations), reinforcing systematic cognition of vertical and horizontal hierarchy of the universe (training holistic thinking as well as atomistic thinking), penetrating to layers of reality, hierarchic cognition from the universe also discovering different aspects of phenomena and understanding correspondence of the worlds (training deep and multi-dimensional thinking ), reinforcing potentiality of discovering the cause of phenomena and causal relations in the universe, understanding material and immaterial causes together( training cause-seeking thinking), understanding dependence and indigence of existents to the origin of existence( reinforcing sign-based thinking).

Present Study aims at devising a conceptual contemplation thinking framework in philosophy for children. Its methodology is an analytical- description with qualitative approach. Research population consists of all the primary and secondary resources of children's philosophy and related to research variables selected and studied objectively. Simultaneous to indexing process, relevant information was collected and data analysis was conducted regularly and constantly so that all data were classified and described. Findings indicate that in addition to relating element between critical and creative thinking, one can explain the clarification of a contemplation thinking by practical manifestation of them. Contemplation thinking aspects include rationality, responsibility, rational adaptability, and creativity, ethical imagination, institutionalizing ethical virtues, positioning, and contemplation in ethical concepts. The principles of contemplation thinking include believing and following value principles (absolute and nominal). Contemplation thinking aspects include appreciation, affective, active, and normative and empathy. Training philosophy for children would make the child familiar with acquiring courage, altruism and functionality and resulted oriented ethics and makes his/her thought close to social language. Hence, parents, parents as well as pedagogy coaches and policymakers are recommended to train contemplation thinking.

Meditative thinking is considered to be an intellectual, moral, emotional and normative skill, based on validation and active participation in a society along with a bit concern for the expansion of public good which alongside the critical and creative thinking can pave the way for the growth of intellectual analysis power. Thankful, normative, emotional, active, and sympathetic thinking are among the components of meditative thinking in a society. To change and promote the students beliefs in the phenomenon of meditation is an undeniable necessity and facilitating missions for the psychological well-being and intellectual growth of students in the research circles. The present article aims at defining the meditative thinking in research circle of teaching of philosophy and children, based on certain relevant sources. Research methodology of the work is analytic-descriptive of theoretical foundations for explaining the concept of meditative thinking, its use in promoting this kind of thinking in research circle of teaching philosophy and children. The sample for this analysis is selected under two pre-conditions of being new and fundamental and collected sources from the libraries.

The aim The aim of this study is to investigate the level of reliabilityof teaching philosophy (p4c) inActivitieseducation,and the felt the need to reduce verbal expressed anger and felt the need to reduce physical expressed anger in public in Tehran High school of the14thdistrict of Tehran.This study is an applied research project that was conducted with quasi-experimental method and preliminary and final test with a control group without randomly selection.The study sample contains all high school male students of the 14th district ofTehran enrolled in the academic year of 2014-2015.The sample size of the study was60students that were non-randomly placed in two groups of 30experimental and 30control subjects.After running the PhilosophyforChildren program,in order toassess students’ strategies to control their anger, the researcher used the State-Trait Anger Expression Inventory- 2 Spielberger(STAXI-2).In order to test the hypothesis, ANCOVA, the analysis of covariance And using performed SPSS software.call the validity and reliabilityof the programof Philosophy for Children two hypotheses were confirmed.

The aim of this study is to investigate the level of reliabilityof teaching philosophy (p4c) inActivitieseducation, on anger management of male junior students of public high schools of the14thdistrict of Tehran.This study is an applied research project that was conducted with quasi-experimental method and preliminary and final test with a control group without randomly selection.The study sample contains all high school male students of the 14th district ofTehran enrolled in the academic year of2014-2015.The sample size of the study was60students that were non-randomly placed in two groups of 30experimental and 30control subjects.After running the PhilosophyforChildren program,in order toassess students’ strategies to control their anger, the researcher used the State-Trait Anger Expression Inventory- 2 Spielberger(STAXI-2).In order to test the hypothesis, ANCOVA, the analysis of covariance was used. In conclusion, the findings of this study the researcher general question whether the growing activities of teaching philosophy to children in the planning and control anger out on secondary school students is effective or not, call the validity and reliabilityof the programof Philosophy for Children in anger management in teens Vgnjandn its production operations, Barrick component, the Control Anger adolescents Weber other components, namely a reduction in anger, did not approve.