mohammadhasan mirzamohammadi

The purpose of this research is to educational methods and content topics in the field of learning, based on the epistemological foundations of educational neuroscience. In this research, using the documentary method and conceptual analysis, the first, second, and third types of epistemological foundations of educational neurosciences have been explained, and then, using the progressive inference method (modified by Franken) educational methods and the outlines of educational content, based on the epistemological foundations of the sciences Educational nerves have been extracted using a series of practical syllogisms. Some of the methods obtained from this method are: "naturalistic teaching method, constructivist teaching method, practical and active learner teaching method, integrated and dynamic teaching methods, experience-based teaching method, problem-oriented teaching method" and some inferred educational content outlines According to these principles, goals and foundations (realistic, philosophical and mystical) including: natural science lessons, music and art lessons, new and varied lessons, lessons based on consolidated and combined assignments, sports and physical education lessons. The findings of the present research can be used to provide teaching methods and educational content, to improve the quality of the learning process, and to cause progress and growth in the field of learning. Of course, to increase the validity of this research, it is better to combine the results of these findings with the findings of educational sciences.

The present study aimed to provide a model of a poststructuralist educational system based on rhizomatic philosophy.

This study is of a fundamental research type, and the research method was qualitative, specifically utilizing a synthesis research approach. The research environment included all published domestic articles (from 2010 to 2022) and international articles (from 2007 to 2023). Purposeful sampling was used in this study until data saturation was achieved, thus sampling continued until the necessary data for analysis were obtained (23 articles). Following the review of the selected article texts, data were obtained through a combined synthesis method based on interpretive and analytical approaches. Subsequently, concepts were categorized based on their similarities into central categories, and ultimately, core categories were identified by combining the central categories.

The findings revealed that a poststructuralist educational system based on rhizomatic philosophy includes three dimensions: reengineering planning, technological teaching, and curriculum reading.

Given that in rhizomatic thinking, hierarchy or other concepts that impose a structure are not possible, democratic structures should be established in determining the strategies and programs of the educational system to ensure the participation of all stakeholders and the utilization of all capabilities and resources.

Philosophical education is one of the important fields of education in the contemporary world; however, the capacity of Islamic philosophy and the views of Muslim philosophers have been underused in this field of education, and generally, under the influence of Western philosophies, the principles and methods are prescribed for the philosophical education of the young generation. Allameh Tabatabai’s perception of philosophy among Muslim philosophers has novel nuances and characteristics that, in general, has a good capacity to explain the principles of philosophical education. What are the characteristics of philosophy from Allameh’s point of view? And what is the most important principles of philosophical education based on it? These are the two main questions of this research. The concept analysis method has been used to explain Allameh’s understanding of philosophy, and the inferential method has been used to obtain the principles of philosophical education based on it. Ten principles of philosophical education resulting from this research include: moving towards Intellectual understanding with others, truth-seeking and measurement of truth and idea, holism, etiology, theology, monotheistic coherence, rejection of uncertain methods in philosophy, ontological presence of philosophy in sciences, and philosophizing in beliefs and self-purification.

The aim of the research is to analyze the content of Plato's five treatises from the perspective of the attention paid to the social sufficiency intended by Felner. The research method is qualitative and content analysis type. Data collection tool, checklist and analysis unit, theme, were used. The findings show that out of 820 themes counted: cognitive skills with 471 frequency, behavioral skills with 211, motivational skills with 97 and emotional skills with 41 have the highest to the lowest amount. In the treatises of Laches, Ion and Protagoras, the most emphasis in cognitive skills is on the skill of knowledge and learning social skills, and in the treatises of Phaedon and Symposium on the skill of attitudes and beliefs, and the least attention in all treatises is on the skill of decision making. In behavioral skills, the most attention in the Treatise of Laches is to the skill of daring, and in the Treatises of Phaedon, Ion, Protagoras and Symposium to the skill of conversation, and the least amount of attention in the treatises of Laches, Phaedon, Protagoras and Symposium to the ability to Correct communication, and in the treatise of Ion, it has been used to help others. In emotional skills, the most attention was paid to the skill of controlling emotions and the least attention was paid to the skill of empathy. In the motivational skills, the most attention is paid to the skill of feeling efficient in.....

The purpose of this research is to investigate the social and moral education of humans in the Qur'an from the point of view of Allameh Tabatabai. For this purpose, the anthropological thoughts of Allameh Tabatabai were studied and based on its implications, the principles related to social education were deduced. Documentary-analytical method was formed. In the field of anthropological thoughts, philosophical schools and their anthropological issues (including anthropological foundations, the quality of human knowledge, the perfect human being in various philosophical schools) were discussed. The educational topics that were compiled based on these thoughts were discussed in the form of a proposed framework in the form of the principles of social education. The results of this research in the objectives section showed that the ultimate goal of social education in Islam is to achieve happiness and closeness to God.

 The purpose of this research is to investigate intellectual education and its goal based on the thoughts of the Hakim Sadr al-Mutalahin.

 Using the qualitative content analysis method, the present research analyzes, represents, and infers the existing content about reason, education and intellectual education in the texts and works of Hakim Sadr al- Mutalahin Shirazi.

 The findings of the research show that reason from the perspective of Sadr al-Mutalahin is based on his ontological foundations, and in order to achieve it, a person must go through the stages of the soul based on rational education to reach its ultimate development and approach the essence of oneness. The results of this research indicate that based on the wisdom of Mulla Sadra, intellectual education is a way for a person to enter the rank of Islam and then by attaining the ranks of faith, discovery and intuition and passing through the rank of active intellect and the position of benevolence and finally reaching the position of the manifestation of God for the purpose of rational education.

The realization of modern Islamic civilization requires the balanced and all-round development of scientific, cultural, political and social dimensions, in which the university plays the role of driving force. The university in every society represents the highest level of thinking and science of that society, which manifests the norms and values of that society. The Iranian society in the Islamic revolution, which has made the Islamic worldview the basis for the design of modern human civilization, wants it to have higher education in accordance with the values and teachings of Islam. The most important source of Islamic teachings is the Qur'an. Therefore, the present research tries by analyzing the verses of the Holy Quran, to answer the question, what is the model of th civilization-maker university based on the teachings of the Holy Quran? The current research is qualitative and its strategy is data-based. The final model is designed using the paradigm model of Strauss and Corbin. Based on the findings of this study, Underlying conditions (including providing facilities, spiritual orientation, free-thinking, independence, attracting elites, competent managers, improving the social status of scholars, educational content, teaching methods), causal conditions (jihadi spirit, self-belief, security, order and discipline), Interventional Conditions (tabooism, mere quantitativeism instead of qualitativeism, relationship-oriented and political behavior, lack of collective spirit), Strategies (continuous interaction with domestic and international scientific institutions, active and creative communication with different parts of society, scientific criticism and production of science and theorizing, comprehensive view of science, foresight and future studies, research and innovation, training of specialized and committed human resources, generalization of science and knowledge, political and social education), and consequences (social development, political development, economic development, environmental development and cultural development).

The current research was conducted with the aim ofdesigning a moral education curriculum based on Javadi Amoli's point of view.The research method was analytical-inferential. All the first-hand works of Javadi Amoli constituted the necessary documents for designing the curriculum, from which the materials related to the philosophical foundations and elements of the curriculum were purposefully selected.Materials related to philosophical foundations and ethical propositions were extracted and deduced in seven steps by the model proposed by Claizi (1978) and were manifested under the elements of the curriculum.The results showed that the curriculum of moral education is the activities that are expected to create knowledge, traits and moral behaviors in the teacherand includes four elements: goals, content, teaching-learning methods and methods of evaluating academic progress.The following goals are of two categories: the final (the teacher reaches the position of divine successor and closeness to absolute perfection) and intermediate (knowing the various aspects of oneself, knowing God, thinking before doing an act, following the truth in matters and moral judgments, knowing and acting on responsibilities, Strengthening will power, seeing beauty in God's actions, getting ready to serve the people,The knowledge of worldly and hereafter results of intentions and moral actions) was regulated.The content should serve the goals and should have guidelines such as variety of formats, derived from the Quran and traditions, influenced by the atmosphere of the times, taking into account the history and literature of Iran and Islam, wise fit, firmness and tenderness. Teaching methods are mostly logical, deductive and emotional. The evaluation methods also include self-evaluation, teacher's opinion and judgment, active participation of parents and team evaluation of academic progress, which are particularly reassuring and all of them are set and introduced in the service of moral learning of the teacher and are far from linearity and anxiety.

Sarah Roddick, a feminist ethicist, proposed the maternal thinking approach. Based on this approach, the maternal voice can be heard. Roudick's analysis showed a strong link between care ethics and maternal ethics. Roudick's philosophical work laid the groundwork for raising children from a feminist perspective of peace. In his view, mothers' actions are respected as peace. However, mothers do not have a pre-prepared model for performing maternal actions and their care is accompanied by compassion and love. For many men and women, the maternal model can be a symbol of care and shape the experience and work of caring. In the relationship between mother and child, ethics Care largely goes beyond analysis and reasoning and is related to maternal activities. As a provider of motherly thinking, Ruddick emphasizes that motherly action involves different ways of thinking and acting.In order to achieve the goals of the research, analytical (conceptual) and inferential methods were used appropriately. In order to answer the second question of the research, from the deductive inferential approach to the inference of educational meanings.Data analysis showed that in education based on loving and motherly thinking; The general goal of education is "peace education". In this approach, the teacher has characteristics such as: love, reflection, the ability to wait, attention, awareness, moderation and humility. The capabilities are unlimited. The educational environment should also be an environment with security, vitality and freshness. The motherly thinking approach has the potential to be considered as a model in social and educational relationships.Accordingly, first, the maternal thinking approach was analyzed and its basic elements were examined. Maternal ontology is a kind of communication and experience is the basis of its epistemology in which thinking and action are necessary and necessary to each other. Maternal ethics is based on another preference on itself. Three goals are protection, growth and education (social acceptance). From the point of view of maternal thinking, mothers use the principle of love in performing caring roles. Attention love is protective love (maintenance love), Scrutiny Love ،love and humility.

The main purpose of this research is to adapt the teacher's characteristics from the perspective of Farabi and Shahid Sani, and presenting its achievements to the teacher education system in Iran. Achieving this goal also requires careful examination of the feacheres that these scholars have considered their work for the teacher. in this regard and in viwe of the above, comparative analysis and deduction methods have been used.The results show that, both muslim philosophers are concerned with issues such as teachers, observing the law,interest in education, adornment to the moral characters, and consider teaching as a specialized profession. But in comprehensiveness of Shahid Sani's viewpoint about teacher's characteristics, attention to the subject of the student and the type of division of characteristics are differentiated. According to this, and according to the research results, protecting the divine law, continuous learning, the creation and the successor to the teacher's characteristics was presented as an appropriate achievement to solve the challenges faced by the teacher education system.

The aim of this study was to investigate the relationship between Knowledge and religion, according to the ideas of Allameh Tabatabaei and derive its implications for the attain ment methods of teaching . In the form of two research question was raised: (1) the relationship between Knowledge and religion from the viewpoint of Allameh Tabatabai How is the relationship? 2. The implications of the relationship between Knowledge and religion from the viewpoint of Allameh Tabatabaei in the appointment of teaching methods ? methds of This research is conceptual and documental analysis . The results suggest that the Knowledge and religion interact and religious are beliefs ethics and commandents. That all of them emergent in the context of absolute knowledge. Molavi direction logical reasoning and intiution are Three methods of presents of religious concepts. degree of certainty of religious knowledges based on adaptation with reality. Therefore methds of teaching in the field of religion are : wise based teaching Socratic method that it based on rationality controversy in the form of question and rebut. Furthermore experimental methods and methods of teaching based on intuitional perception and reject of memorization also are main methods of teaching that asserted by allameh tabatabaei.

The purpose of research is comparison of effective factors on education from the viewpoint of Ibn Khaldun and Sa'di The research tried to answer these questions: What are the effective factors on education from Ibn Khaldun and Saadi's point of view? What are the similarities and differences between Ibn Khaldun and Sa'di's views on effective factors on education? And Comparision of Ibn Khaldun and Sa'di's views, what teachings have in this field for Iran's educational system? In order to achieve the result, from among methods of research were used from comparative, analytical and derivational research methods.The findings show that view point of Ibne khaldun and Sa'di can divide under biological, sociological and psychological titles. Having a single view to man, believing in the acceptance of the environment, the acceptance of civil and social nature of man, the acceptance of the influence of government and rulers, the importance of teachers' influence, the single view on the factor of imitation, the impact of social and political conditions and having religious-social view were similarities between Ibn Khaldun and Sa'di's views. Sa'di's emphasis on inheritance, the wider scope of the environment's effectiveness in Ibn Khaldun's view, the differences in punishment and the applicability of Ibn Khaldun's view in effective factors on education were differences between Ibn Khaldun and Sa'di's views. Accordingly, it has been attempted to draw upon and present from the teachings of Ibn Khaldun and Sa'di for reproduction and modification in educational system of Iran.

The purpose of this study is to compare the educational implications of aesthetics from the viewpoints of Allameh J’afari and Dewey to achieve a deeper understanding of the art and aesthetics and various aspects of aesthetical training. This is a theoretical research, which employs conceptual analysis, training and adaptation. Comparing the views of Ja'fari and Dewey on esthetics, this research tries to identify their educational implications and to distinguish their views in this regard. Regarding this goal, the fundamental question of this research relates to the similarities and differences between the aesthetical educational implications of J’afari and Dewey. The results indicated that both scholars have a common view in asserting the necessity of aesthetic education. In terms of the definition of aesthetic education, they both consider art as including aesthetics, and aesthetical education much broader than artistic education. Dewey considers aesthetic education as a meta-curriculum phenomena in nature, which is different from the prioritization of religious and ethical education in aesthetical education in J’afari's view. Both scholars share the final goal, the promotion of the interests of aesthetic traits, and intermediate goals including the fostering of innovation, creativity, and imagination, but they present different ideas in terms of growth. In the issues relating to instructors, pupils, and curriculum, despite sharing some views, they present quite different views regarding the relationship between man and God, and the origin and destination of the universe. In the issues relating to teaching methodology, both acknowledge considering the intentions and requirements of the pupils and orientation of the methods towards discovery and search. However, in addition to question orientation, J’afari takes into consideration the methods that regards the universe as verses indicating the existence of God.

This research sought to determine how well the causes of addiction, addiction harms, and prevention of addiction have been noticed in high school textbooks.
We used descriptive method to select the main related components of the addiction concept and content analysis method for analyzing the content of textbooks. The study population comprised 61 secondary school curriculum textbooks and study sample consisted of 14 secondary school textbooks selected by purposeful sampling method. The tools for collecting data were “content analysis inventory” which its validity was confirmed by educational and social sciences experts and its reliability has been found to be 91%. About 67 components were prepared for content analysis and were divided to 3 categories of causes, harms, and prevention of addiction. The analysis units in this study comprised phrases, topics, examples, course topics, words, poems, images, questions, tables, and exercises.
Findings: Results of the study showed that the components of the addiction concept have presented with 212 remarks in the textbooks. Also, the degree of attention given to any of the 3 main components of the addiction concept were presented as follows: causes with 52 (24.52%) remarks, harm with 89 (41.98%) remarks, and prevention with 71 (33.49%) remarks.
In high school textbooks, little attention has been paid to the concept of addiction and mostly its biological dimension were addressed while social, personal, familial, and religious dimensions of addiction have been neglected.

To design appropriate content for an addiction-prevention curriculum from the viewpoint of teachers and students. In this survey 370 male and female students and 210 teachers were selected from Hamedan’s high schools through clustered randomized sampling. Eventually, 363 students and 200 teachers participated in the study. Two researcher-made questionnaires were used for data collection. Data were analyzed with Chi-square, Friedman and independent T tests. The highest level of agreement reached on the content was on these skills, in order of importance: the ability to say ‘no’ to others’ unreasonable demands, awareness of how friends can influence the desire to start or avoid addiction, and the ability to make decisions and interact with others. There was no significant difference among the three factors of causes, harms and prevention and they were all reported to be of equal importance. However, having compared the means, significant differences were found between the two groups of teachers and students and also between males and females. Teachers and students believed that the inclusion of drug education in high school textbooks is important, especially regarding the topics agreed.

The aim of this research was evaluation of the output of primary school fifth grade Koran curriculum at the academic year of 1388-1389. The data included test scores on accuracy and speed of reading Koran and textbook of Koran education and also the viewpoints of students about their interest in the holy Koran. Data was collected using oral test of academic achievement and interest and attitude assessment questionnaire. The materials consisted of primary school fifth grade textbook of Koran education and the also the holy Koran. The data was analyzed using a variety of descriptive statistical methods (enumeration questions, percentage, frequency, mean, standard deviation, tables and graphs) and inferential statistics (one-way ANOVA, post hoc, and Chi-square test) depending on the type of data. In general, research has shown that primary school fifth grade students correctly read the Koran on average level. Although this result is acceptable, however it is not desirable. Given the nature of the education system, Koran education needs more careful planning. Also, the result showed that primary school fifth grade students could not read Koran with appropriate speed, as they read Koranic texts with rather low speed. Another finding of this study was that the accuracy of students’ ability in reading verses of the holy Koran was weaker than Koran education textbooks. So, it is necessary to use Koran more along with school textbooks. An interesting point is that although the accuracy and speed of Koran reading of primary school fifth grade students is not desirable, but they are interested in the Koran. Findings of attitude questionnaire showed that generally students’ attitudes have been positive. Therefore, Koran curriculum planners and practitioners should properly take advantage of this opportunity to take action to eliminate existing weaknesses. Another major finding of this study was that primary school fifth grade girls are better than boys in Koran reading. Overall, the outcome of primary school fifth grade Koran curriculum is acceptable, but not desirable. It is necessary for the planners and practitioners to act with sensitivity about this subject. Based on the research findings, some applied suggestions have been presented to improve students’ accuracy and speed in Koran reading.

The present article investigates the parameters of scientific morality in the school of Imam Khomeini. The methodology used in this paper is text analysis; the findings uncover that imam Khomeini pays specific attention to the correct training and adoption of customs and internalization of these in the process of education of soul. He believes that if the soul of human becomes heavenly, his behaviors and intentions would also become heavenly. The parameters found in this study are discipline, humbleness, mastery of the issue, creativity, and innovation, and welcoming criticism. In the last part of the paper the parameters for training students in three issues, namely, moral, political, and scientific training are discussed.