فهرست مطالب sara asadpour

Peace and achieving it is one of the important issues of humanity today. In this regard, various methods and theories have been proposed to achieve peace. One of the contemporary philosophers who has presented his solution based on critical rationality is Karl Popper. In this study, the characteristics of peace based on Popper's critical rationality and methods of peace education based on this theory are examined. Content analysis method is used to examine the characteristics of peace, and inferential analysis method is used to derive principles and methods. Based on the theoretical foundations of Popper's critical rationality, four characteristics for peace including humility, intellectual growth, open society and democracy, and falsifiable are introduced. Then, based on these characteristics, seven principles and seven methods of peace education are introduced. The principles of peace education include respect for others' beliefs, conflict resolution, flexibility, freedom, justice, tolerance, and fallibility. The methods of peace education include critical questioning and answering, critical dialogue, confronting learners with challenging questions, problem-solving method, attention to individual and cultural differences and respecting them, criticism-based inclusive approach method, and error testing method.

The purpose of the present study was to identify the characteristics of Fakkur teachers from the point of view of teachers and principals of schools in Niriz city.Research

The present research was conducted in the form of qualitative paradigm and phenomenological method. The potential participants of the research were all principals and teachers of primary schools in Niriz city in the academic year of 2001-2012. The method of selecting participants in the research was purposeful (informed people). According to the opinion of the teachers, there were 10 teachers with more than 10 years of experience in management, and according to the opinion of the secondary and elementary experts of Niriz city, The interviews were recorded and analyzed after implementation. The data collection process continued until theoretical saturation was reached. In order to analyze the data, coding was done in three stages of open, central and selective coding. The assurance of the data was done through control by the members.The characteristics of thinking teachers included the characteristics of effective teaching, enrichment of the educational environment, attention and development of students' thinking, personal characteristics of thinking teachers, constructive evaluation, behavior in the environment and management of classroom processes.

the present study examined the concept of death in Western child literature translated in Iran The stories studied in this study were selected from six illustrated story books suitable for age groups B and C (elementary school children). The books were selected in consultation with experts in children's literature. Besides, a qualitative content analysis method was used to examine the texts of the stories and identify the images and themes in the stories using reflective analysis. The concept of death in the selected stories is divided into three categories: The Biological category, which includes the physiological concept of the issue of death and includes sub-categories such as irreversibility, causes of death, and so on. The emotional category includes sub-categories such as the unpleasantness of death, fear of death, etc., and the metaphysical category, which includes sub-categories such as agony, belief in the world after death, etc. Then the alignment or non-alignment of the categories with the Holy Quran was examined by reference to the verses and with the help of the interpretive analysis method. The results showed that most of the stories have addressed the concept of death in the biological and emotional categories of death and they have paid less attention to the metaphysical aspects of this concept. The metaphysical category refers to the concept of death and has the least alignment

The present qualitative research aims at phenomenology of students’ religious questions and examining the relationship between the type of religious questions and concerns of senior high school students with the content of their religion textbooks (titled as Din-Va-Zendegi textbooks, meaning ‘religion and life’).

For this purpose, the qualitative phenomenological method has been used to retrieve and compile the types of religious questions and concerns of high school students in Kerman. The inductive-thematic-qualitative content analysis method has been used to examine the relationship of the types of students’ religious questions and their concerns with the content of their textbooks (Din-Va-Zendegi textbooks). In the phenomenological part, the research population consisted of female students in the senior high school in Kerman city in 1398-1399 SH academic year. Among them, 44 female high school students were selected, with a consultation of their teachers, by a purposive method as the statistical sample through the criteria of being available and having a concern for thinking and inquiring,  . The data collection tools were semi-structured interviews and students’ self-reports.

Based on the research results, 87 basic codes (subcategories) and 11 organizing codes (main categories) were identified. The main categories of student’s questions and concerns included questions about God, the afterlife, the nature of death, the philosophy of worships, Imam Mahdi, other heavenly religions, and relationships between boys and girls.

In the examination and analyses of religious textbooks in the senior high school considering students’ questions and concerns, the results of the research indicate that there is very little discussion about the concerns and questions of the new generation of students in their textbooks. Therefore, it is necessary to pay more attention to this important issue in the revision and re-compilation of these books.

Throughout the history of mankind and in different cultures, people have always been looking for different ways to express happiness. Rituals, celebrations, music, various arts are all ways to create happiness. Therefore, it can be said that happiness is one of the real and emotional needs of every human being and this universal and general issue lies in the human nature. Happiness is basically procreator and motivating, and it has many educational effects. From social point of view, it provides the intellectual and cultural development and spiritual moderation of people. Therefore, in Persian literature from the past until now, there are fewer poets and writers who did not encourage his audience to be happy and turn to life-making topics. One of these literary works is Qaboosnameh. Qaboosnameh is one of the valuable works of Persian language.  Amir Ansar al-Ma'ali Kikavus ibn Iskander ibn Qaboos Ziari wrote the Qaboosnameh in forty-four chapters to educate his son Gilanshah in the fifth century AH. The emotion of happiness was striking in this work and the author had a conscious intention in using and promoting it. The purpose of the present study is to investigate the nature of happiness in Qaboosnameh and its role in social education. The method of analysis in this research is analytical-inferential. After analyzing the content of Qaboosnameh and extracting themes related to happiness, the principles and methods of social education are inferred based on these themes. The findings showed that the themes of happiness in Qaboosnameh include gratitude, anger management, companionship with a good friend, order, music, work, purposefulness and travel. Based on these themes, eight principles of social education were deduced. The results emphasize that happiness, in addition to being one of the psychological needs of human beings, is a social necessity and it has a great contribution in the interaction, cohesion, and unity of the individuals and cultures. It also provides an introduction to the intellectual and cultural growth and spiritual moderation of the people. All of these are dimensions of social education.       The results emphasize that happiness, in addition to being one of the psychological needs of human beings, is a social necessity has a great share in the interaction and cohesion and unity of individuals and cultures. All of these are dimensions of social education

One of the main missions of teacher training centers and Farhangian University is to train teachers and educators who are engaged in culturally and socially benevolent works. Such teachers can engage in humanitarian work beyond their teaching practice, ideas, and character and transcend the boundaries of their classroom to influence the local and national community throughout history. The history of the educational system in each country is replete with practical and theoretical influences of such teachers. It seems that Farhangian University as a fledgling educational institution in Iran is facing serious infrastructural and structural challenges in training such benevolent and philanthropist teachers. To this end, this phenomenological qualitative aimed to evaluate the role and performance of Farhangian University in fulfilling this important mission and the challenges faced by the university from the perspective of student-teachers. For this purpose, the lived experiences of 70 student-teachers of the Farhangian University of Kerman were explored using a phenomenological approach. The analysis narrations and lived experiences of the participants revealed 9 main challenges and 37 sub-challenges faced by the university in training benevolent and philanthropist teachers. Therefore, following the phenomenological analysis of the lived experience of student-teachers at the Farhangian University of Kerman, it can be argued that the university has failed to have a lasting impact on students in line with this basic mission. The negligence of the importance of offering specialized knowledge in various fields teacher training programs, the failure to present a role model for benevolent and philanthropist teachers in formal and informal educational programs, demotivating students, the non-existence of an atmosphere to welcome constructive critiques, and the dominance of trivial matters over educational issues among students during their academic studies were some of the most important challenges faced by Farhangian University in training benevolent and philanthropist teachers as evident in the student teachers’ experiences.

Catatonia is one of the major signs of Parkinson’s disease which is due to impaired dopamine in extrapyramidal system. This study was performed to elucidate the role of Gallic acid (GA) on perphenazine (PPZ)-induced catatonia in rat.

In this experimental study, 48 Wistar male rats weighting 180-220 g were randomly divided into 6 groups (n = 8) in each group. Animals were pre-treated with a single dose of normal saline (5ml/kg), most effective dose of bromocriptine (30mg/kg) and GA (100, 200,400 and 600 mg/kg) via intraperitoneal (IP) route. PPZ (5 mg/kg, IP) was administered after 30 minutes of first injection to induce catatonia. The scoring method of Morpurgo was used to determine the muscular rigidity of animals.

This study obtained its ethical approval form the Research Ethics Committee. (Code: IR.MAZUMS.RIB.REC.1398.056).

The results showed that the 100mg/kg GA treated group had no significant reduction in catatonic responses after PPZ administration in comparison with negative control group while the groups that received 400 and 600mg/kg of GA showed significant difference (p<0.05) at all the time points.

The results revealed that GA has protective effect on catatonia induced by PPZ in rats. So GA may be probably helpful for reducing catatonia in Parkinsonism.

Moral intelligence is one of the concepts which are considered in the field of psychology, education, and philosophy nowadays. The present study seeks to develop a valid questionnaire according to Imam Ghazali’s Islamic-Iranian viewpoint. In order to do so, the method of the thematic analysis of Iḥyā’ ‘Ulūm al-Dīn by Imam Ghazali was utilized and the components of moral intelligence were adapted according to the different definitions and theories based on an Islamic-Iranian view. Then, on the basis of these components, the items related to this questionnaire were developed. In order to evaluate the psychometric properties of this questionnaire, all students of Kerman universities consisted of the statistical population, 380 people were selected according to Morgan’s table through quota sampling method, and they filled in the questionnaire. The parameters such as content validity, construct validity, and reliability were evaluated by different methods. The content validity and convergent construct validity, and reliability through Cronbach’s alpha indicated the validity of this questionnaire. Furthermore, the findings of exploratory factor analysis showed that 7 factors had been obtained through the items analysis, which are trust, patience and anger control, altruism, sincerity and liberation, generosity, foresight, and humility so that the eigenvalue of these 7 factors is higher than 1 and, in total, explains 56.77 of the variance of the items. Since the developed scale is of the validity and reliability, it can be used to measure the moral intelligence in studies as well as in the education system.