khosrow bagheri noaparast

The aim of this paper is explaining the social education concept in childhood based on the Islamic theory of action. For this purpose, the concept development method is used. Therefore, the prevalent controversies in childhood social education are faced with the Islamic theory of action, and the position of this theory in these controversies is reviewed. After delineating the position of this theory in the continuum of these controversies, it is revealed that this theory according to two statements “two-face identity” and “interactional development “, has the necessary premises to enter the social education discussion and conceptualization about it. The result of this paper showed that the concept of social education in this theory surpasses the society and the individual and is related to a higher concept and formed regarding to centrality of "right and truth". In this case, the definition of social education in childhood in this theory is preparing a situation for the child to have "right-based interaction". On the other hand, in this definition, we can emphasize the social accompaniment of a child. Considerations as a symmetrical interaction with peers, asymmetrical interaction with adults, interpretation of the past and future about “social role creation” and “ current meaningfulness”, a child's relation with all social layers, using the “modeling” methods, “Primary unconditioned kindness, secondary structured kindness, flexible discipline and dialogical necessity in social education and consensus rationality are the social action criteria which are gained in reaching to a social education concept in childhood based on the Islamic theory of action.

The present study is a journey in an honorable past to introduce a role model for today`s learners. Avicenna is a zenith standing on the medicine pinnacle who also was master of other common sciences in his time. He was immersed in immortality education in such a way that after passing 1000 years, it is possible to conduct research on him. The main objective of the present study is to investigate the educational facets of Avicenna life.   

This historical-analytical-educational study is to investigate Shahnameh as basic reference by focusing on Khosravani Education, regarding different narrations according to the study context. Shahnameh stories can be interpreted and inferred in different narrations as mythological, epic, historical, gnostic, political, symbolic, and educational; the appropriate interpretation cannot be achieved providing germane commentaries were securitized meticulously.

Owing to the same nature of reason and wisdom in Shahnameh and the related word families, their bounds, categories, levels, lexical combinations, collocations, and derivations regarding valid studies were scrutinized. A point of consideration on Hikmat and Kherad is a same English equivalent for both which is wisdom.  

In regard with aforementioned sections of the study, three conclusions can be drawn as follows: A) interaction of civilizations and cultures over the years and in this interaction, Iran was a bridge between East and West. B) interaction of sacred books which are identical in foundations and principles and if the similarities are focused then human beings are members of one whole. C) educational similarities of religions possessing same value system owing to the fact that foundation and principles are identical and the understanding of the mentioned issues can be fruitful for the today learner to find the role model.

The purpose of this article is to present a conceptual framework for the analysis of implemented curriculum based on the human agent theory and the characteristics of elementary classrooms in order to provide grounds for the implementation of the aforementioned theory in the classroom. The research was conducted in an inferential way by examining about forty sources related to the theory of human action. Forty-four principles resulted in six dimensions of "teacher's educational end", "teacher's knowledge", "Awareness of the student", "method", "content", "teacher-student emotional relationships". in the dimension of "teacher's educational end " six principles, in the "teacher 's knowledge" and the "Awareness of the student", each one of the principles in the dimension of "Method" teaching, evaluation, class management, encouragement and punishment and behavior with difficult students' components were found nine, four, nine, three and four principles. in the content dimension, four principles and in " teacher - student "emotional relationship" were mentioned three principles. If the teacher can act based on the principles derived from this article, he can cross the narrow border of the agent student and the confusion of the class; Because the first and most important challenge for teachers in the classroom is classroom management and how to implement the curriculum in practice.

This study aimed to identify the facilitating and inhibiting factors of students' tendency towards ethics. A qualitative approach with a descriptive phenomenological method was employed. Data were collected using semi-structured interviews with 98 Iranian faculty members, university administrators, experts, staff, and students who were selected through criterion sampling. The findings suggest that there are eight facilitating factors such as “structural, functional, social, cultural, personal, religious, study-research-driven, and educational" factors, and there are also nine hindering factors (obstacles) such as “structural, social, performance-related, political, personal, functional, conceptual, informative-cognitive, and cultural” factors. Drawing upon the understanding of a wide range of academic activists, this study identifies new and more complete dimensions and components of the factors concerning the tendency or non-tendency of students towards ethics in the university environment. It is recommended to use these results to develop academic ethics in higher education more efficiently.

A major contribution to the humanities literature has been the development and application of Vygotsky's sociocultural theory in relevant fields. Constructivism as a paradigm is owed to Vygotsky and his efforts. On-the-spot scaffolding in this regard is one of the innovations that can be triangulated with hermeneutic phenomenology to pave the way for a paradigm shift in the educational system in a broad view and for critical thinking for medical students in a narrow view. This study aimed to illuminate the other side of the behavioristic lesson plan, which is on-the-spot scaffolding in implementing one of the modules of essential skills for doctors of medicine (Adab-e Pezeshki), which is critical thinking.       

This study was qualitative and longitudinal. It is longitudinal due to the 3 years of involvement and qualitative due to the study design approach and the use of discourse analysis and hermeneutic phenomenology as tools.    

Three main findings emerged from the study's qualitative nature: first, students who attended the sessions or who merely completed the assignments created an on-the-spot critical thinking scaffolding design, which is an alternative to a behavioristic lesson plan; and second, the students wrote numerous movie reviews in both Persian and English. One of the components of reflective autobiography is these film critics and a student-written, instructor-edited paper submitted to ICHPE 2023.   

There is an urgent need for a paradigm shift and comparative-historical investigations in the medical education system in Iran.

The purpose of this study was understanding the types of teacher-student interactions based on the idea of education as an asymmetrical interaction. The research method was classroom study which was conducted in a large boy’s elementary school, with sixty classrooms. Firstly 5 third grade classes were selected based on purposeful sampling strategy of available samples. The data were collected through observation and video recording of the classes. The identified teacher-student interactions included caring, managerial, participatory, destructive, and functional interaction regarding the society. The caring and participatory classrooms interactions were aligned with the Bagheri’s theory of education. There is a need for coordinated changes between the goals of teachers, their professional skills and science, schools, community, and other elements of the education system. Inappropriate physical environment, some traditional beliefs of teachers, parents and school officials, students and inadequate professional skills of teachers and methodology-oriented curriculum are the main obstacles to the interaction of human theory in class.

In his writings and theories, Kant refers to three imaginations, each of which has a clear definition and a recognized purpose, and which can be considered in their ability for general synthesis. three types of imagination are productive, reproductive, and creative.Based on the method of transcendental analysis, it is shown that there are necessary conditions in the relationship between imagination and ethics. In the first transcendental analysis, it was found that the necessary condition for the moral action of goodwill and the necessary condition for the realization of goodwill is creative imagination. In the second analysis, it was concluded that the necessary condition for the realization of the absolute is the power of imaginative imagination, and in another statement, it was concluded that the necessary condition for the Categorical imperative is the imagination. In the third analysis, it was found that the Categorical imperative is the possibility of the absolute possibility of using the imagination by a thought experiment.Based on the Deductive method, three Deductives were obtained. In the first philosophical Deductive conclusion, it was concluded that for moral education, one must cultivate the imagination. In the second Deductive conclusion was reached that for empathy or any kind of moral education in the sense of the Categorical imperative, one must cultivate imagination. In the third Deductive conclusion, it was concluded that the method of thought experimentation should be used to cultivate the imagination for moral education (moral imagination).

The aim of this study was to identify and weigh the themes and sub- themes of fair classroom assessment.

To achieve this aim, an interpretive phenomenology study was carried out. Semi-structured qualitative interviews were used to collect data. Using criterion sampling, after conducting 29 individual interviews, one group interview and one focus group interview with students who had at least two semesters of experience in the University of Tehran, inductive thematic saturation was obtained. Fuzzy analytical hierarchy process method was used to weigh these themes. Data for this stage were collected by a pairwise comparison questionnaire that included 53 comparisons from a sample of 9 experts in the field of assessment.   

Students' point of view analysis was performed using the Ricoeur method. Extraction of meaning units led to the identification of 20 sub-themes in 5 main themes of "educational fairness", "procedural fairness", "Nature of assessment", "Interactional fairness", and "fairness in paper and pencil test". The results of fuzzy analytical hierarchy process showed that among the 5 main themes, "educational fairness" with a weight of 0.318 was in the first place, followed by the themes of "procedural fairness", "nature of assessment", "interactional fairness", and "fairness in paper and pencil test" respectively. The final weights of the sub- themes were obtained by multiplying the weight of the main themes by the relative weight of the sub- themes; Accordingly, the sub- theme of "teaching quality" with a weight of 0.22 in the first place and the sub- themes of "informational fairness" and "professionalism in teaching" with weights of 0.11 and 0.09 were in the next positions, respectively.

Students' perception of fairness in assessment is a combination of the concepts of measurement theories and organizational justice, and the high weight of the theme of "educational fairness" among the all themes and sub- theme of "teaching quality" of this theme among all sub- themes obtained showed that Violation of educational fairness in the dimension of teaching quality will lead to an unfair perception of assessment. Conversely, if people feel that the teacher's teaching is of good quality and that the procedures used to assign the results are fair, even if it is not desirable for them, they will accept the results and understand them more fairly.

The aim of this study is to examine and criticize Pierre Bourdieu's view about the relationship between agency and culture in the area of education based on Islamic theory of action. To this purpose, concept interpretation and external criticism methods are used. The results of this paper showed that based on the Islamic theory of action, individual agency in Pierre Bourdieu's view is weak. Absence of internal factors, underestimating the individual action, reducing different kinds of action to improvised actions, cultural relativism, and reducing the education function to cultural reproduction are among the criticisms. The implications of these criticisms in the area of education, lead to consider student agency in education process so it changes the education from the reproduction state to an interaction between teacher and students. This interaction take places in different dimensions asymmetrically.

Students 'academic achievement is a function of the quality of literacy and faculty members' assessment performance and students' perception of its feedback. Due to the lack of sufficient knowledge about students' perceived fairness of faculty members' assessment, performance and its determining role, in the present study, we tried to interpret and represent students' perceptions about the concept of fair classroom assessment.

To achieve this aim, an interpretive phenomenology study was carried out. Semi-structured qualitative interviews were used to collect data. Using purposive sampling, after conducting 29 individual interviews, one group interview and one focus group interview with students who had at least two semesters of experience in the University of Tehran, data saturation was obtained.  

Students' point of view analysis was performed using the Ricoeur method in three stages: naive reading, structural analysis and comprehensive understanding. Extraction of meaning units led to the identification of 16 sub-themes in 4 main themes of "educational fairness" with the sub-themes of classroom management, teaching quality and procedural-educational fairness; "Nature of assessment" with the sub-themes of cognitive level, purpose of assessment, validity, reliability, authentic assessment, process assessment, written test and source of assessment; "Interactional fairness" with the sub-themes of unrelated factors, informational fairness and respectful behavior; And "equity" with the sub-themes of appropriate to interests and appropriate to personality traits.

The results showed that students' concern and perception of fairness in assessment is a combination of concepts in theories of measurement and organizational justice. Therefore, professors' awareness of these concepts and adapting these concepts to the classroom assessment process is essential to achieve a fairer classroom assessment

In this study, Thomas Nigel's view of Panpsychism is examined to determine whether this approach is a more appropriate basis for the neuroeducation approach than the physicalist approaches. For this purpose, descriptive-analytical research method has been used. The physical basis of the Neuroeducation approach, instead of solving the problem of the relationship between mind and body and also explaining mental states, By proposing eliminatory and reductionist views and eliminating the form of the problem without considering the phenomenal and first-person characteristics of the mind (by eliminating or reducing the apparent consciousness to events and brain processes) it looks at mental states from an objective and third person perspective. Nigel considers the external / objective conception of the world incomplete and presupposes "Panpsychism" in order to fill the explanatory gap of mind and body, and to explain the origin of consciousness and intellect. Nigel's Panpsychism approach is more appropriate for the general field of education, and especially for the special field of teaching-learning, than for the physicalist approaches, in terms of paying attention to the totality of human existence and the intertwined mentality and objectivity. However, since Nigel's Panpsychism has not adequately explained the problem of composition, it can not be a flawless solution in explaining mental causation and consciousness, and as a result As a result, the relationship between mind and body remains a difficult issue.

The main purpose of this study is to review and critique two competing educational borrowing policies in contemporary Iran, namely the wholesale reception of the West and the rebelling against it based on the issue of identity. In the first policy, the ideas of Akhundzadeh and Malkum Khan and in the second policy, the ideas of Shariati, Al-Ahmad and the official documents of educational reform after the Islamic Revolution are emphasized. Derrida's deconstruction approach has also been used to critique these policies and to reveal the contradictions of each of them, to go beyond the aporiatic situation resulting from this confrontation. Deconstruction shows that both politics are caught up in the metaphysics of presence and auto-immunity, ignoring the differance, supplementarity, and contamination between the "self" and the "other." It is also suggested at the end of the article, that the acceptance of the aporiatic situation as a transcendent condition of reform, identity non-closure, and supplementarity in Derrida's concept of negotiation be incorporated into the structure of any forthcoming borrowing policy.

This research was conducted aimed to identifying the scientific and philosophical foundations of educating gifted students in Finland and Iran and providing a pattern for Iran. Present study in terms of purpose was fundamental and in terms of implementation method was mixed (qualitative and quantitative). The study population in the qualitative section was documents and university experts, which number of 10 people were selected according to the principle of theoretical saturation by purposive sampling method. The study population in the quantitative section was gifted male students of district 5 of Tehran city in 2019-20 academic years, which 160 people were selected according to Krejcie and Morgan table by purposive sampling method. To collect data were used from semi-structured interview and researcher-made questionnaire (57 items). Data were analyzed in the qualitative section by open, axial and selective coding method and in the quantitative section by exploratory factor analysis and structural equation modeling Amos software. The results showed that the scientific foundations of teaching gifted students Finland have 16 indicators, 4 categories of fixed teachers, need to positive and constructive interactions, importance autonomy and play and complete trust and 2 themes of no segregation and screening of students and trust and its philosophical foundations have 16 indicators, 5 categories of sports and art, emphasis on creativity, interest to learning, According to the model of scientific and philosophical foundations of educating gifted students for Iran, planning is necessary to use it for improve the educational conditions of gifted students.

Human beings live in a social world; therefore, a big part of our daily judgments is influenced by our interpersonal relationships. In interpersonal situations, one should choose between compromising the principle of equality and harming their relationships with others. Various studies have been conducted on moral judgments based on interpersonal relationships. Given the devastating consequences of relationship-based moral judgments, such as increase discriminatory behaviors and racism, it is crucial to examine this kind of judgments. This study reviews philosophical theories, evolutionary biology, and the psychology of relationship-based moral judgment and finds genetic and emotional relationships influencing moral judgments and factors influencing these types of judgments through empirical studies.

This study is a systematic review investigation in which studies published between 1950 and 2020 were examined. A search for articles was conducted in Comprehensive Portal of Human Sciences, SID, PubMed, ISI (Web of Science), and Google Scholar using related keywords such as Moral, Moral judgment, Moral decision making, Equality, Altruistic, Close-relationship in Persian and English. The research results were 210 theoretical and experimental articles. Accordingly, 56 studies were selected for review by studying the abstracts based on inclusion and exclusion criteria.

Despite the general acceptance of the principles of moral equality and impartiality, or the acceptance of the moral status, empirical research has shown that genetic relatedness and emotional intimacy influence our moral judgments when increasing the level of genetic relationship, emotional closeness, and familiarity utilitarian judgment decrease. Also, multiple factors are involved in moral judgments based on interpersonal relationships such as helping cost, gender, cognitive bias, and moral disengagement. People prefer to save only their close relatives when the cost of help is deadly. Gender is another factor that influences relationship-based judgments. Men help their family members more than women in threatening situations, but this difference is not seen in relationships with partners. Relationship-based moral judgments are prone to cognitive bias and moral disengagement like (or perhaps more than) other types of judgments. People try to reduce the complexity of moral situations using cognitive bias like Self-interest bias and actor-observer bias and reduce the level of self-blame resulting from ignoring the principle of fairness using moral disengagement like moral justification and dehumanization. Although the principle of equality is universally accepted, the results of empirical studies show that people considered relationships in their moral judgments, and evolutionary theories can even explain this effect.  As a result, the definition of moral concepts such as impartiality and equality should be reconsidered by applying these concepts to daily human life.

 In general, despite significant advances in identifying factors influencing relationship-based moral judgments, there are still areas that need to be studied. First, most previous studies examined moral judgments only through short answer questions that these questions were different in each of them. Thus, their results are incomparable. Second, the participants were from high socioeconomic states and western countries, so the results cannot be generalized to other socioeconomic states and cultures. Third, most previous studies used Thorolly dilemmas that focused on decision-making about life and death, far away from the people’s routine decisions. Finally, no study has yet focused on the impact of ethnic and religious similarities on moral judgments.

The present study seeks to analyze and criticize the use of the concept of "identity" in transformative documents of the Islamic Republic of Iran. This conception is quantitatively and qualitatively significant in these documents, and the definition of education, which is the basis of any educational activity, is based on this concept. To achieve this goal, the methods of conceptual analysis and internal and external critique were applied. The findings indicate that the documents in question have used the concept of identity incoherently and inconsistently. An item of contradiction is mentioned in Theoretical Foundations of Transformation. Also, due to the lack of attention to the scientific and philosophical research background of the concept of identity in documents, the semantic boundaries of the concept of identity with personality and Shakelah have become confused, which has led to incorrect conclusions. Failure to pay sufficient attention to the cultural diversity of Iranians in the documents will be the final critique of this article to these documents.

The main purpose of this research is to analyze and explain of some issues and challenges of Iran’s educational system based on Rule-Following argument in Wittgenstein's later philosophy. This qualitative research utilized a descriptive, analytical, and interpretive method to review the related literature. Based on results, it can be concluded that, according to Rule-Following argument, the root of some of the challenges in Iran’s educational system is creating a gap between school and society and disregarding the needs of each other. Transferring knowledge and information to student's minds and ignoring the teaching of “how to learn” along with ineffectiveness of graduates, the same look at all disciplines regardless of the essential differences between them, lack of opportunity for learners to participate in a form of life, catching up on the routine, habit and a pivotal degree and earning the power are some of the challenges of the Iranian educational system as a result of a gap between schools and society. The nature of governing rules in educational institutions and societies require that effective relationships between school and community be established, and the environmental and social requirements be considered. Moreover, learning to see things from new angles in order to get rid of the sense of daily routine and overcoming the sense of the urge to essentialism to see the applications and rules of games should be considered as an important matter by authorities in various educational systems. Ultimately, the overcoming of presuppositions and urge to essentialism in order to verify and assess the real affairs will be possible for people when they feel themselves as an exile.

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.

The book From Secular Science to Religious Science (Golshani, 1998/2013) is the result of an attempt to criticize the secular approach to science and call to a religious approach to science. The author has taken two steps in criticizing the secular approach. First, he argues that science needs an orientation; an orientation that stems from the scientist’s worldview. In the meantime, the author criticized positivism and attempts to show that science has metaphysical presuppositions. Second, the author argues that science needs morality in the application of scientific findings without which it leads to destruction. Using the methods of internal and external critique, this article argues that in spite of the author’s attention to the relationship between science and metaphysics, he has not been successful in the exploration of this relationship. This is because, on the one hand, he reduces the relationship to the application of findings and the realm of ethics and, on the other hand, regards metaphysics as something that is added to science a posteriori. The very additional and a posteriori approach urges the author to take a neutral nature for science that, in its turn, shows that he has not completely freed himself from positivism. This article suggests that a proper conception of religious science regards an integrative relationship between science and metaphysics. Contrary to Reichenback, and Stanmark following him, this relationship does not lead science to the malign relativism even though a sound degree of relativism would involve science.

This study aims at a philosophical inquiry on the implications of coherence between cognition and emotion theory in education. Regarding that traditionally emotional components are considered as barriers to develop intellectual capacities of human beings¡ the main question is what educational principles can be introduced based on the coherence of cognition and emotion theory.
The research synthesis was used to develop basic statements for cognition and emotion relations¡ and the practical syllogism was used to formulate principles taken from coherence of cognition and emotion. Foundations of cognition and emotion were classified into 5 categories including: effect of cognition on emotion¡ effect of emotion on cognition¡ cognition and decision making¡ emotional interaction¡ and cognition and learning. Also¡ based on foundations and normative statements adapted from the goals of Iranian educational system¡ the principles were formulated in two sections; theoretical and practical.
Cognitive explanation of interaction between cognition and emotion reveals that each cognitive processing has emotional components which can be utilized from cognitive capacities as well. So educators should consider two points in provision of educational opportunities: first¡ the efficacy of education can be enhanced through using capacities of emotional components¡ especially to education values and changing attitudes; second the emotional aspects of life can be rationalized by using cognitive capacities like reasoning.

The purpose of this study is deconstruction the concept of “individual differences” to achieve educational justice and critique of its implications from Habermas's reconstruction approach. To achieve this purpose, approches of deconstruction and reconstruction is used. The findings from deconstruction showed that common understanding of this concept has ideological goals, including legalization, to deceit, shairing of students to differences and segregation of students. Deconstruction by creating doubt in the popular view, the need to reconstruction it reveals. From reconstructive critiqe, some aspects of individual differences as a source of creativity should be considered and should not be deconstructed.

The aim of present study is providing an explanation of the roles that different aspects of the science nature play in teaching science. Through a holistic attitude according to complexity theory, it is argued that raising philosophical questions in history, sociology, and psychology helps in clarifying the nature of science. According to the findings, there is a need for a revision in the inductive insights and a focus on the constructivist dimension in teaching. Thinking about the history of science would facilitate understanding science in the context of history. The sociological implication of the science indicates to the significance share of scientists in social development,and the interaction between scientists and other social agents such as philosophers and artists. Philosophizing in the field of psychology reveals that encouraging the students to think about science freely and based on the aesthetic and metaphysical inclinations could provide the chances for the development of new ideas in the learners. Finally, developing a holistic view in the learners is important.

The main aim of this research is examining and criticizing the concept of human choice in terms of Harry Frankfurt and Charles Taylor's view based on Islamic theory of action. Conceptual analysis and inference are used as research methods for this aim.
Frankfurt in discrimination of human desires says whereas first order desires are given, second order desires are results of human position. Regarding this general Frankfurtian hierarchical Model of human desires, Taylor endeavors to revise it concerning second-order desires. He emphasizes on language and society in second-order desires creation process. Examining views of Frankfurt and Taylor on human desires upon Islamic Theory of Action reveals some compromises and differences. Triple states of human soul (nafse) - in Islamic theory can be correspond with hierarchical model of human desires. Comparative analysis has been done in four dimensions, indicats that based on Islamic view of action, role of social values in second-order desires requires some modifications. Finally, educational implications of this discussion explained in these three topics: “improvement and diversification of first-order human desires”, “planning for second-order human desires formation” and “supporting relation between reflection and action”.

The purpose of this research was the study of the philosophy of social science from the critical realism’s point of view and its role in the educational research. The main problem of this research was that considering the attitudinal difference of this viewpoint which is in the middle of the two spectrums of realism and anti-realism and special attention to the philosophy of social science, which attitudinal and functional changes will occur in the educational research? Overall, it was a qualitative research which started with qualitative content analysis of the authentic texts and then with inferring implications, the hints of this viewpoint for the research were extracted. Findings showed that the critical realism considers the distinction between the natural world and the social world justifiable and due to this, the social condition of actions and their structural background is of high importance in educational research. As a result, the interpretation of meaning distinct from the structure, unlike those who believe in hermeneutics, is unacceptable. Also in terms of epistemology, critical realism, on the one hand with reliance on the assumptions underlying positivism and on the other hand, with explanation of the features associated with the network of educational and social studies, considers mathematics as a powerful tool to identify the educational and social phenomena. And at the same time, it has a radical orientation toward building an all-round sensory experience and challenges the whole reliance on induction.

This study was undertaken to put forward a theoretical model for vocational education curriculum based on the philosophy of education of the Islamic Republic of Iran. The research method was qualitative and analytic-deductive. Accordingly, based on Frankena's deductive model, certain principles were derived from foundations and goals. The data collection tool included index cards. The research population comprised the philosophy of education of the Islamic Republic of Iran and the entire literature on vocational education. Purposive sampling was carried out according to the elements of vocational education curriculum. Data analysis methods included categorization, codification, and interpretation which were simultaneously carried out with data collection. Results indicated that the goals of vocational education are hygiene, health and physical strength, knowledge of acquiring skills and gaining insight on vocations, and fostering collaboration among students in vocational education. Additionally, some principles extracted from the theoretical model in the area of the content of vocational education are: boosting understanding of job safety principles, relationship between the content and subject matter, probing social and historical aspects of careers, relationship between the content and future career needs of students, as well as inclusion of knowledge, skills and insights on vocations. The extracted principles in the domain of learning are: paving the way for generating hypotheses, learners’ interaction with each other, and assisting peers. The extracted principles in the domain of teaching are: development of skilled actions and transformation in students’ perceptions of the career, incorporating Islamic notions on vocations, boosting students’ collaborative work, possessing a holistic perspective in the teaching process, educational fairness and equity in vocational teaching, and congruence between assignments and students’ capabilities. And finally the extracted principles in the domain of evaluation are: cultivating students’ sense of responsibility regarding evaluation of their own knowledge, skills and insights on careers, incorporating the levels of knowledge, skills and insights on careers in the process of evaluation, as well as considering students’ ability and capabilities in the process of evaluation.

The main goal of this research is examining the foundations of Habermas’ communicative action and postulating principles and methods of social education based on it. To achievement this goal، method of prospective analysis has been used. Carrying out content analysis on Habermas’ communicative action theory we have come across eleven educational principles and thirteen educational methods which all indicate the significance of reconstructing concepts of learning، managing classrooms and schools، the role of teacher and student، how to teach the lessons and curriculum، and assessment. At the end، based on the findings of this research we will offer some suggestions for the educational system of Iran.