فهرست مطالب mahdi sobhāni nejād

In the current research, under the title of "investigation of the educational needs of preschool educators in Qom to design in-service training courses in the academic year of 2018-2019", a total of eight research questions were studied. The research method was descriptive, during which document and survey studies were used. The statistical population of the research included all preschool teachers of Qom city with a number of over 400 people. The sample number was calculated to be 196 people with 95% confidence using the Krejcie and Morgan table as well as stratified random sampling method. The data obtained from the research tools were statistically analyzed in two descriptive and inferential ways. The results showed that educational needs examined by preschool teachers of Qom education office in the area of implementing cultural and artistic programs for preschool children, making simple educational tools, teaching content of preschool curriculum, job considerations in terms of preschool teachers, job considerations of internal management and supervision of various preschool centers, career considerations of assistant counselors and psychologists of preschool centers as well as in the area of career considerations of children's education and planning experts, are significant. Ranking among the seven types of needs of preschool educators in Qom city, in the order of priority included: teaching pre-primary curriculum content to preschool children, career considerations of preschool teachers, career considerations of assisting counselors and psychologists in preschool centers to solve children's specific problems, job considerations, internal management and supervision of different parts of preschool centers, implementing cultural and artistic programs for preschool children, making simple educational tools for preschool children, as well as job considerations for the experts in the area of children's education and planning.

The purpose of this research is to compare the basic concepts of Descartes' and Gadamer's thought and to deduce its implications in education. The research has three questions; What are the basic concepts in the thought of Descartes and Gadamer? What criticism do each of the two thinkers have on other basic concepts? And what implications does Descartes' thought and Gadamer's hermeneutics have for education? To answer these questions, the method of conceptual analysis, comparative criticism and inference was used and it was determined that: method, science, substance, human, idea and metaphysics are the basic concepts of Descartes' thought and method, consciousness, tradition, experience and understanding are concepts. They are fundamental in Gadamer's thought. It was also stated that Descartes' method was based on the principles of objectivism and Gadamer's concepts based on philosophical hermeneutics. Therefore, considering that according to Descartes, the method of mathematics is a method that has all the advantages and benefits of logic, algebra and geometry and at the same time, is free from their disadvantages, this component is with the components of consciousness and experience of Gadamer's thought. It was criticized and since Gadamer emphasizes on the pre-structures of understanding and he believes that the search for understanding without presuppositions is futile, this component of Gadamer was criticized with the components of man and metaphysics of Descartes' thought and finally the component of Gadamer's tradition Descartes' idea was criticized with the essential components. Descartes, the philosopher and mathematician of the 17th century, put the foundation of doubt in everything and discovered a method for scientific reasoning and adjusting skeptical arguments and led to the aging of a philosophical system; Therefore, he has been considered the pioneer of western modernity. On the other hand, the axis of Gadamer's thought is "understanding" and its constituent elements, and he claims a new narrative of understanding; Gadamer considers a set of elements necessary for understanding, the observance of which makes understanding more reflective. He bridges from method to "insight" and prefers philosophical and reflective "insight" to explanatory and precise "method". Also, the findings indicated that science, method, understanding, history, tradition and human are among the educational implications of the thought of the two thinkers and since Cartesian science is based on certainty and Gadamerian science is based on interpretation. By combining these two approaches, it is possible to achieve a definition of the science of education that is both objective and interpretive. It is also possible to use both Cartesian objective methods and interpretive teaching-learning methods, and by combining these two methods, an objective-subjective method can be achieved. Regarding the concept of understanding, Descartes had an objective view on the subject of understanding and Gadamer believes in an interpretive understanding of understanding, so pairing these interpretations of understanding can lead to an interpretive-objective understanding of understanding. It should be mentioned that it is possible to base the methods of education by using scientific rules and find an answer to common unknowns in the field of teaching and learning with the help of philosophical concepts. At the same time, we should express hypotheses about new educational methods and test these hypotheses and use the experiences gained to achieve a comprehensive solution. In general, by combining the concepts of these two thinkers, it is possible to look at the human being both as a basis and as a medium in education and to achieve a unified approach based on "objectivity-interpretation".

The present research was conducted with the aim of investigating the obstacles of not realizing the goals of the Persian curriculum and writing the second primary course from the point of view of the statistical society, all selected teachers of the cities of Tehran province in the academic year of 1402-1401.The research method, a descriptive survey type, has been used. The statistical population of the research included all selected teachers of the cities of Tehran province, whose number was more than 150 people. Necessary sample, 108 people were selected. The data collection tool was a researcher-made questionnaire, and the data analysis was done using the spss program. Descriptive analysis and inferential analysis of test indicators have been used. The validity of the tool from the point of view of experts and its reliability is also provided by Cronbach's alpha with a coefficient of 0.933.In this research, obstacles in the areas of teacher, curriculum and school have been investigated. The research shows that there is a significant difference in the ranking of the three obstacles of not realizing the objectives of the Persian curriculum and writing in the second year of elementary school.The results showed that the factors influencing the failure to achieve the goals of the Persian curriculum and writing, respectively, include; School, teacher, curriculum, with average ratings of 2.49, 1.96 and 1.56. Obstacles caused by the school have been identified as the most important obstacle in not achieving the goals of the mentioned curriculum.

The aim of this study was to identify the components of social capital from domestic and foreign validity and evaluate its position in upstream documents and social studies books of elementary school. The studied samples included three categories of external and internal resources related to social capital, upstream documents (document of fundamental transformation of education, document of national curriculum and approved goals of elementary school) and textbooks of social studies textbooks for third to sixth grades. The research method used was meta-combined, during which quantitative content analysis was used to evaluate upstream documents and social studies books in elementary school. Findings from meta-composition indicated that social capital can be evaluated in the form of 10 major components: evaluation and selection of information resources, social communication, social trust, social participation, social cohesion, social responsibility, social justice, acceptance of cultural, linguistic and religious diversity. Social support, social norms and 49 sub-components. Analysis of the content of upstream documents also showed that the conceptual framework mentioned in the Transformation Document and the National Curriculum has been considered to the desired extent, but the approved goals of the elementary school have not been able to move towards them and have been neglected in social studies textbooks. The main negligence has been in the components of evaluating and selecting information sources (using the media, knowing the environment, trying to discover the truth of information) and social cohesion (solidarity with others over the interests of the country and commitment to society).

In the current research, the "theological-philosophical explanation of the political ideas of the New Mu'tazila and the New Sadra philosophers in order to provide the theoretical framework of political education in the Islamic world" has been discussed. research method; Documentary analysis is a progressive conceptual and inferential analysis, during which the works of Muhammad Abdo and Fazlur Rahman Malik from the New Mu'tazila and Imam Khomeini and Allameh Tabatabai from the Neo-Sadrai philosophers were examined and a total of 11 bases of common ontology, 13 bases of common anthropology, 6 bases Common epistemology and 5 bases of common values in line with political education have been extracted from the perspective of thinkers. In addition, 18 common components of political education in four categories; In order to draw the theoretical framework of political education for the Islamic world, it has been deduced that it is based on the goal, the foundation, the social life, and the personal behavior. The results showed; In spite of some differences, the viewpoints of Neo-Mutz Leh thinkers (Abdah and Fazlur Rahman Malik) as well as Neo-Sadrai thinkers (Imam Khomeini and Allameh Tabatabai) in the field of political education have the necessary alignments to formulate a theoretical framework of political education for the Islamic world. Is. If the aforementioned deductive theoretical framework is included in the agenda of the political education and training systems of Islamic countries, it will cultivate activists who will have more significant alignment and unity of opinion and action for the progress and development of the Islamic world.

This research was done with the aim of explaining the theoretical model of philosophical counseling in education based on wisdom and Socratic dialogue. The type of research is applied in terms of purpose and qualitative in terms of approach, and to explain the purpose and obtain answers to the questions, the method of conceptual analysis and its interpretive type was used. In order to collect research data from the works of the first category and the researches carried out regarding the title of the research, including Plato's dialogues, theses, articles, works and writings and historical narratives related to the subject of the research was used. For this purpose, the available and appropriate samples from the sources related to the research subject were purposefully selected and a form was used to record the data, and the data obtained during the research were continuously analyzed and interpreted. According to the findings of the research, the authentic dimensions of human identity have been marginalized due to the prevalence of false identities caused by non-authentic worldviews, and a significant part of his worries and internal conflicts are related to these conflicts. Philosophical counseling approach is based on wisdom and Socratic dialogue, with the premise that these conflicts have internal roots, including ignorance and the superior power of persuasion of superficial worldviews, and they strive by relying on the fact that humans have an innate will for good, in an effort to overcome these conflicts with self-knowledge. Discovering the basic philosophy of life based on inner dialogue. Therefore, the ideal model arising from this approach is a three-stage process consisting of discovering false identities, challenging and questioning these identities and moving towards a new worldview.

This study aims at explaining the philosophical foundations of the concept of happiness in the jurist Lady Amin’s moral education system in order to provide its theoretical framework and educational implications.

 The research method was document analysis, conceptual analysis and inference. The research community included all her primary sources and works, which were investigated using conceptual and purposive sampling. A research form was used to study the documents. The findings were coded qualitatively and conceptually, categorized and explained.

Ontological foundations (personal unity of existence, the dependence of any lower existent on superior existent, the metaphysics of love), anthropological foundations (survival of the soul, the mutual effects between the soul and the body, the continuous path of perfection), epistemological foundations (the exaltation of theoretical and practical wisdom, hierarchy of perception, the precedence of knowledge over practice) and axiological foundations (criterion of values, justice, the correlation between  moral exaltation and rational exaltation) were explained, and  educational  implications such as  ideal aim of  happiness (getting close to God), intermediate aims (self-knowledge, rationalization, equilibrium, and realization of virtuous society), principles (unity principle, self-knowledge, self-monitoring, self-control, the correlation between  moral exaltation and rational exaltation) and educational methods (method based on respect  and affection, and rational methods) were concluded and explained.

As a moral virtue philosopher, she started her moral theory with the concept of happiness. In her theory, wisdom and morality are associated with each other. As a result, there is the correlation between moral exaltation and rational exaltation of human beings, and the human effort to achieve true happiness is dependent on moral education, and moral education is dependent on the purification of wisdom.

Practical decisions and useful implementation in the curriculum require a clear understanding of the philosophical origins and a precise explanation of the basics. In this Regard, the present study was conducted with the aim of explaining the theological foundations of the curriculum dedicated to religious identity. The method of analytical-inferential research and its main source was the Holy Quran and the valuable interpretation of Al-Mizan. The results showed that the curriculum of religious identity has a divine spirit and with a special look, he considers the universe as the bed of human transcendence, a manifestation of God almighty and a manifestation of his bounties. in this curriculum, God almighty is at the top of the series of causes, and the world does not have the capacity to survive, and originality is with the life of the hereafter. Slavery, obedience to divine destiny, submission to the divine will, mercy and compassion of God almighty, respect for god's knowledge, wisdom and justice and the existence of a guide are other findings that have matured from within the theological foundations and seek to create and direct. the curriculum is religious identity. The influence of the objectives, subject, function, and issues of the religious identity curriculum from other theological foundations and proposals is the output of the present article, which plays an important role in shaping students' insights, attitudes, and actions, and helps them to expand their beliefs. And be Guided to the true destination with firm steps.

This research was done with the aim of explaining the dimensions and components of teacher's philosophy, based on the lived experiences of excellent teachers. The type of research is applied in terms of purpose and qualitative in terms of approach, and the phenomenological method was used to achieve the purpose of the research. The research community included all the teachers of Saqqez city in the academic year of 99-400, and 14 teachers, including 6 male and 8 female teachers, were selected among the best teachers. The research data was obtained through semi-structured in-depth interviews and the interviews continued until reaching theoretical saturation. Data analysis was done using the seven-step Colaizzi method and by using thematic coding, central codes from open codes and selected codes from central codes were inferred and classified based on the findings of the research from a total of 190 concepts. From the interviews, 81 concepts related to teacher's philosophy in the form of 12 components or core codes (transformative, empathetic, discoverer of the student's mind and ability, holistic and deep-thinking, encouraging in-depth observation and promoting questioning, critical spirit, tolerance, the agent and promoter of human values, the agent's moral model, the perception of the physical space, the creator of the effective learning environment, the student's perception of the world) and 9 dimensions or selected code (A model of innovation, full of human emotions, discoverer of the student's ability, an objective example of comprehensiveness, a scientist and a critical agent, patient, moral value-oriented, a scholar of time and place, has been in the world and interacts with the student) were categorized that by putting these dimensions and components together, a comprehensive description of the teachers' perception of the phenomenon The subject of investigation is obtained.

The purpose of study was to analyze and critique the principles of educational liberalism and educational neoliberalism in order to present a new concept (synthesis). The research method was comparatively qualitative and methods of data collection and analysis were documentary and conceptual analysis respectively. The first findings focus on critique of educational liberalism and include issues such as mere attention to elitism, lack of attention to the needs and interests of learners, training entrepreneurs, and developing skills for learners. Other finding of study is the critique of educational neoliberalism due to monopolistic individualism, preference for capitalist ethics, and commercialization of education. Re-conceptualizing (Synthesis) of educational foundations of these two philosophical schools led to the presentation of combined principles, such as internal-external freedom, human-economic wisdom, excellence-centered & welfare – axis life, theoretical- practical sciences, knowledge-oriented /professional-oriented education, value-driven & life - centered training and public-elite education. The important point is that reconceptualization can be considered hierarchically and this uneven interaction can be arranged like Maslow’s pyramid. In this pyramid, the foundations of educational neoliberalism are at the base of the pyramid (low level needs) and the foundations of educational liberalism (high level needs) are at the top of the pyramid.

Curriculum, as the center of educational activity, has special importance and delicacy for the sensitive period of childhood. There are two types of views on curriculum design that give a passive and accepting role to the student or give him an active role, so addressing the nature of each program is the most important part of planning. An emergent curriculum is considered to be a program that respects the interests of the child and is designed based on the needs of the child.

The purpose of this study is to explain the nature of the curriculum and to infer the implications of the related curriculum. For this purpose, first, the philosophical fundamentals of this program were investigated. Then, by examining the etymology of the word emergent and extracting its synonymous and contradictory semantic domains, as well as analyzing the concept of a pre-defined curriculum, the nature of the emergent curriculum was explained. The chosen investigated documents are effective in understanding the research issues and in the central phenomenon of the study, so the sampling used in this study is purposeful. Therefore 250 valid national and international documents in the field of emergent curriculum and emergentism theory were investigated (including books, articles, encyclopedias, etc.). Then 80 published documents in reputable Journals were used and their validity was confirmed based on the opinions of the experts in curriculum planning and philosophy of education.

The findings of this study indicate that the emergent curriculum appears as a flexible, dynamic, and multidimensional spiral phenomenon with different cross-sections and hence it is completely innovative and constantly developing. This program has the ability to influence the learner, instructor, content, etc. that are the components of the program, for example, during the process of this program, the instructor learns. Awareness and learning are unpredictable and unexpected phenomena beyond the knowledge of all the learning process components.

In relation to the philosophical foundations of this Curriculum, from the ontological point of view, that is, the school of Emergentism, quite novel results were obtained in relation to learning and consciousness such as Jones & Nimmo, Stasey

The present analytical-inferential research sought to design a model of religious identity curriculum in the first grade of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

The present study was conducted with the aim of introducing human religious identity and explaining the prerequisites for designing a specific curriculum. The Method of Analytical-Inferential Research and its Main Source was the Interpretation of Al-Mizan, Although the Specific Opinions of the Authors were also Used. The Results Showed that man has a Divine and Monotheistic Identity and the true Manifestation of its Knowledge, Development and Transcendence is Worship. Worthy Worship is also Accompanied by Humility and Purity and Submission to the will of God and His Pleasure. The Application of this View was able to Show three Prerequisites: Cognitive, Emotional and Functional, for Designing a Specific Curriculum. Accordingly, the Curriculum Should try to get the student to know God in Various Ways, to know the evil soul and its growing paths, to know Satan and his Deception, to think about God's Creation and Signs, to know the Day of Resurrection, to Meet God far away, Becoming from Ungodly Affairs, Loving God, Supplicating to God, Submitting to God's Commands, Remembering God, Giving thanks, Offering Prayers and Inviting, Attracting and Lasting and in this way wait for the Transcendence of his Individual and Social Behaviors.

This study was conducted to design creative teaching pattern based on Gilles Deleuze & Felix Guattari’s epistemological components by using conceptual and inference methodologies & studying related documents. Based on conceptual analysis, the epistemological components of Deleuze and Guattari include connection and heterogeneity, plurality, asignfying rupture, folding and immanence. Accordingly, the creative teaching model using Deleuze and Guattari’s epistemology in the form of elements such as;teacher as a guide, facilitator,teammate and change agent, student as a researcher, nomd ,creative, participatory, critique; goals which are affected by horizontal and divergent thinking; learning based on active and participatory models, apprenticeship, service learning; learning activities based on generative and creative thinking; contents based on pluralism features based on interdisciplinary of interference and interconnectedness of disciplines has been designed.

Today, evaluation is an integral part of the teaching-learning process and it is mainly used to guide and improve the performance of teachers as well as to overcome existing educational barriers for learners. In this regard, the present study aimed to analyze the professional competencies of faculty members in the field of evaluating the academic achievement.

The research method is descriptive survey. The statistical community consisted of all faculty members of Shahed University in the academic year of 2019-2020 that were located in four faculties of humanities, engineering and basic sciences and agriculture. 92 of them were selected using quota random sampling method. Research tool was a valid and reliable researcher-made questionnaire. Data were analyzed using one-sample t-test, two-way t-test, and analysis of variance through SPSS version 23.

The results of statistical analysis showed that the professional competencies of the faculty members in the early stage evaluation (with a mean of 3.88 and standard deviation 0.457) were above average. Moreover, they were high in the developmental stage (with a mean of 4.28 and standard deviation (0.399) and at the final stage (mean of 4.31 and standard deviation of 0.404). There was no significant difference between the respondents’ opinions in terms of gender (P = 0.807), faculty (P = 0.417) and teaching experience (P = 0.965) at the level of P <0.05.

In order to accurately evaluate the evaluation of academic achievement, the professors of Shahed University should be more empowered in the field of necessary knowledge and skills, including assessing the needs of students in presenting course titles and paying attention to the special conditions of students.

The aim of this study is to explain the deepening aspects of religious education according to the hypertext approach with emphasis on the theory of poststructuralism so that it can contribute to increasing the basic knowledge in this field of knowledge. The research method is of fundamental-applied type while descriptive study is of documentary type.Research shows that metatherapy is not just an alternative medium; Rather, it is the production of dynamic knowledge that can replace hierarchical information transfer. Through metamaterialism, the ability to search intelligently and multiple times is provided, and the interdisciplinary relationships of the texts are strengthened, and dialogue and communication between religious sciences and knowledge become more important. In this regard, hypertext as a new cultural structure with various experiences, the possibility of exchange of views and dialogue between religions, content communication and interdisciplinary studies, fostering a critical approach and the emergence of various teaching methods and problem solving methods in religious education and training. It can play a facilitating role.

The purpose of the present study was to assess the compliance of the content of the curriculum of in-service training courses with the description of job duties from the Staffchr('39')s point of view of The Technical and Vocational Training Organization of Tehran in 2020. The research method which used in this study is descriptive in which documents and surveys were used. for this purpose, the questionnaire was prepared by the researcher with 60 questions which had divided into 10 Specialized areas. the statistical sample was conducted by stratified random sampling method and Morgan chart, and finally 196 of the ten specialized areas were selected as a sample of the questionnaire. the findings indicated that the degree of conformity of the curriculum content by job description in areas; Administrative training governance, Supervision improvement and professional guide, Modern technology development, Private sector and partnership ,Research planning and programming, General directorate of human resources and logistics, Planning, renovating and developing IT offices is low, which indicates a very poor compliance of the curricula And in the areas ;international skills competition management affairs, Skills and Vocational qualification assessment ,General Directorate of financial affairs and monetary observation offices, the level of conformity to those areas is not reached , but this result is not generalizable to the entire field - related staff . The mean rating of the minimum level of conformity with the highest compliance are examined.

The present paper aims to investigate the amount of attention paid to the basic components of citizenship education in social studies textbooks in elementary schools. It adopts an applied approach with a descriptive research method and content analysis. The population consists of four elementary schools social studies textbook in 2017-2018 academic year. With regard to the nature of the subject of the study and limitations of the population, no statistical sampling was carried out and all the population was considered as a sample. The measurement tools were content analysis log. The results have been studied using descriptive statistics and Shannon entropy analysis. The major findings of this study suggest that: 1. after reviewing the documents related to citizenship education, five basic components, i.e. active participation, accountability and commitment, criticize and criticism, law-abiding, and patriotism has been recognized. 2. the basic component of citizenship education are considered a total of 298 times, 82, 55, 89, 72 time being observed in the textbooks of the third, fourth, fifth and sixth grades, respectively. 3. Among the investigated components, accountability and commitment with information load of 0.992 and significance coefficient of 0.21 and patriotism with information load of 0.908 and significance coefficient of 19.2 received the most and the least attention, respectively.

Present era is the era of scientific and technological changes in the world. These changes, have been affected various aspects of society and human life. Conformity with the scientific advances, require to benefit from interdisciplinary, specially in Higher educational system. The question of the research is due to the increasing use the interdisciplinary specially in higher education of our country ''How is the Interdisciplinary reflection on the Supreme Council of the Cultural Revolution (SCCR)?'' To answer this question, while using qualitative research method, the descriptive - analytical study method was the way. In this study, after giving a description of the Interdisciplinary in higher education and familiarity with the SCCR, the selected Ratifications were analysis. After interpret analyses performed, the results showed that the first attention to Interdisciplinary is in the early of revolution (1358) as "Interdisciplinary services" in higher education. Another application of that is in the National Master Plan for Science and Education Ratification (1389), that has been applied in terms of "science, areas, orientation, issues, studies, and development of interdisciplinary" in higher education.Also used the content analysis in chosen ratification. In the next step, the first to fifth develop programs of Iran was studied in order to assess the emphasis documents before and after the SCCR. Another development Plans were also explored. Results show that SCCR was pioneer in the interdisciplinary applying in higher education than the other academic institutions and with creation favorable conditions, re-emerged.

The purpose of this study is to explain the curriculum of moral education in the aspect of comparative analysis of Kant’s and Mullah Ahmad Naraqi’s theories using both conceptual and comparative analysis in order to increase the fundamental knowledge in this area. In order to achieve this goal, try it with the use of primary sources and secondary sources included (authentic books, research, relevant research, publications and Internet sites) study the methods of conceptual analysis and comparative analysis is analyzed and analyzed. The results indicate that Kant and Mullah Ahmad Naraqi studied moral education in a profound manner and remarkable implications in the content of curriculum of moral education can be concluded from their theories. Kant is the representative of west’s viewpoint and Mullah Ahmad Naraqi is the representative of Islamic’s viewpoint; Despite the obvious disagreements, shared components are concludable that can be reviewed by policy makers and curriculum planners so that it can ease the students’ moral development. Among the main priorities of curriculums, we can point out education, training students’ moral dimension, emphasis on development of memory in curriculums, practicality in curriculums, emphasis on mathematic lessons in curriculums, emphasis on criticism in curriculums and training students’ religious dimension

This paper was an attempt to improve the multicultural curriculum of Iranian educational system based on Michel Foucault and Henry Giroux's views, using conceptual analysis and deductive approach to research. Findings showed that multicultural curriculum is based on the concepts such as social justice, equality training and facilitating the educational experiences. Among the great thinkers of multicultural education, Michel Foucault and Henry Giroux have presented significant issues in the multicultural curriculum. Foucault considers education as more personal, specific and local, so that in the field of education, the tone of the curriculum and teacher should be polyphonic. Besides, Giroux considers education as being multicultural, supporting racial and ethnic minorities. Giroux believes that the curriculum should be the domain of emerging different sounds of culture, race and gender and no group should be marginalized. With regard to the educational ideas of Foucault and Giroux in the field of multicultural curriculum, we can use the assistant and complementary approaches such as, border education, critical education in education system, innovation in educational content, enhancing the critical thinking of students, qualitative research methods in teaching-learning process, and developing various school activities in order to improve the multicultural curriculum in Iranian educational system.

The aim of present research was to survey the dominant curriculum approach (Adaptation, development, and Fidility) of Shahed University faculties. The research community was 279 faculties of Shahed University in eight colleges that the 161 sample selected as statistical randomly estimation. The current research is conducted in descriptive-analytical method based on survey research and to collect data, scale of with Saad Shawer perspective as well as researcher-made questionnaire fit. Statistical analysis of data use to indicators such as mean, standard deviations and tests » one sample and independent t test», « F ANOVA, Tuky test, and Friedman«. Face and content validity of the instrument was approved and its reliability by the Cronbach alpha was 0. 71 as well. The findings show that the scientific disciplines nature, the applied research extents and also updating training syllabus rate and the training curriculum content of doctoral courses implemented for faculties in their education process influenced on the formation of their using dominant curriculum approach and therefore faculties according to their field specialty and educational level stand in the range of specific observant training syllabus to active (Adaptation), in arena with college classroom curriculum planning (Fidility).

Organizations invest high amounts annually in order to improve the staff’s performance in the field of training and learning. Despite the great deal of attention to training and its programs, accomplished studies suggest that many of these programs do not have required effectiveness in terms of learning transfer and transmission of learned skills to the workplace, as an important effective indicators of training programs, have done very little and the rate of the obtained capital return on investment is very low for them. So, awareness of predisposing or obstacle factors of learning transfer to the workplace and consequently investment return in human resources for organizations are of great importance specially for banks and municipalities. Therefore, models and current studies regarding the learning transfer were investigated in this research and an effective model of learning transfer was presented parallel with return on investment in human resources development emphasising on urban management. The results showed that major factors of learning transfer from training environment to the workplace include individual and organizational factors. Individual ones are those influencing on the knowledge use and acquired skill from training environment in workplace and include motivation, attitude, self-efficacy and personality characteristics. Organizational factors are those related to the workplace and they influence on learning transfer and its use of whatsoever learned during training courses and they include; support, responsiveness, job career, organizational climate and individual results.

The present research had done with the purpose of quality assessment of University of Qom Payam-e Noor's educational programs based on the NADE-TDEC pattern. This research's is a descriptive research and its approach is practical. Among all of the students (14232 students), 375 students were selected as a sample, with using a Quota sampling method. The data collection instrument was a researcher-made questionnaire and obtained data was analyzed by SPSS software with using descriptive and inferential statistics indicators. The assessment results showed; the quality of educational programs in a component for designing and course materials (3.14), Items relating to education (3.61), executive affairs (3.28) were more than average extent and in the components of new educational technologies had been used (2.49) is less than the average extent and didnt observed significant differences among comments of respondents in viewpoint of gender and academic background in the level of p <0.05. In regards to the situation of NADE-TDEC pattern’s components it is necessary for the University of Qom Payam-e Noor to take action to improve the quality of new educational technologies.

The aim of this research was to review and analyze the inclusion of topics related to Islamic life style in theology textbooks of high school. This descriptive content analysis used functional approach. The instrument for content analysis was a researcher-made checklist measurement tool، and the data collected was analyzed using descriptive statistics. The results indicated that: 1. Out of 4912 units in textbooks included in four theology books، 732 units (14. 9%) considered the subjects and components of Islamic life style based on Ĥujurāt Surah، the amount of which in the books of the 1st، 2nd، 3rd and 4th grades of high school were 213،139،154 and 226 respectively. 2. Pivot of affirmative life mores and the component of fairness-seeking and Justice had frequency of 584 and 68 (the most frequent components)، and the pivot of negative life mores and the component of not speaking loudly had the least frequency، which were respectively 148 and 17.