yahya ghaedi

The main purpose of this research is to identify the mechanisms of using the place of imagination in the philosophy education program for children.

This research is one of the qualitative researches, which is applied in terms of purpose, descriptive research in terms of data collection and summarizing, grounded theory method. To identify the components of imagination in the philosophy education program for children in this research: in the first step, by referring to specialized texts on imagination in the philosophy education program for children, including domestic and foreign articles, books and authoritative publications, indicators of imagination in the philosophy education program for children, it was identified, reviewed and summarized using the Cornell study method. In this stage, after 22 people, up to the theoretical saturation of the components were identified. In the second step, semi-structured interviews between experts were used to ensure the effectiveness of the indicators identified as imagination in the philosophy education program for children. The selected experts were a group of experts in educational management and education who had years of experience in educational jobs and were experienced and knowledgeable in relation to the selected indicators and components and had numerous articles in this field.

In the second step of the research, according to the results of interviews with experts, the results of the research showed that the dimensions of imagination in the philosophy education program for children include knowledge-centered with coding components of imagination in philosophy education for children with 5 indicators, goals (individual, social and educational) (26 questions), basics (general and specialized) (12 questions), method (reasoning, skill training and knowledge acquisition) (15 questions) and content (educational, motivational and challenging) (13 questions) and mechanisms ( managerial, technological, educational and environmental) (22 questions).

The results showed that imagination in the goals of philosophy for children includes individual, social and educational positions.

This paper is reporting on a research that its purpose was to design a  science curriculum for elementary education based on Bhaskar's transcendental realism philosophy of science. The study used deductive method. Based on Ontological realism, epistemological relativism and rationality of judgment as the central core of transcendental realism, the  main components to design science curriculum for  elementary education were inferred. The findings showed that the goals of science  education include the improvement of students' perceptions of the nature of science, to cultivate their critical thinking, and to promote the process skills in students, while emphasizing on science products. Moreover, while the scientific knowledge is subject to modificatinion, the scientific facts have their own merit and needs to be considered in designing elementary science curriculum. Learning is a process of active construction using prior knowledge and through social interactions and become meaningful in the real world. In this approach, teacher acting as facilitator and evaluation of students' learning is considered a systematic, comprehensive and complementary of learning.

The purpose of this article is to identify the discontinuities in the discourse formulations of the teacher training system between the establishment of Dar al-Funun and the establishment of Farhangian University. For this purpose, according to the genealogical method and breaking analysis assumptions into three steps, descent analysis, zero analysis and coincidence analysis of this system have been done. Accordingly, according to descent analysis and zero analysis, the creation of a teacher training system is dependent on the formation of a new education system and has been modified or changed during this period. Coincidence analysis shows the existence of scattered events, each of which has affected the country's teacher training system, such as Iran's defeats against Russia, the victory of the constitutional movement, or global events such as World War II, which have affected this system. In the analysis of power, by examining the statutes and instructions of the teacher training system in this period time, it was determined that from Foucault's point of view, power is trying to control, normalize and shape governed subjects through various techniques with this method. create people's behavior.

In the 17th century, the concept of natural education was proposed by Rousseau in Emil's book, and despite the public and private acceptance of this book since its publication, Researchers have different opinions about whether Rousseau's words were oriented towards individuality or the collectivism of natural education.Although the scope of this controversy affects the whole of Rousseau's thought, an attempt has been made in this article After this issue is clearly stated in the book of Emil the opinion of, one of the most important contemporary commentators of Rousseau's educational views, Jürgen Oelkers, is given an example in favor of the individuality of Emil's natural education And with the help of her clarifications of Rousseau's educational views, a deeper understanding of Emile can be obtained, which can preserve the unity and coherence of Rousseau's thought in a lower layer; In this way, although individuality and population are natural characteristics of two distinct periods of the desire's development, But the principle of submission to necessity resonates throughout Emile, and it is this principle that keeps the unity of Rousseau's educational thought intact.

The purpose of this study was a systematic review of the application of caring thinking and its correlations in ethical philosophy. The research method is literature review and library research. In this study, existing articles on the subject were used in order to comprehensively and systematically review and summarize the interested content. For this purpose, articles from Persian and English sites in the field of caring thinking were studied and reviewed.Caring thinking, as the third component of Lipman’s three modes of thinking theory, has cardinal dimensions such as Appreciative Thinking, Affective Thinking, Active Thinking, Normative Thinking, and Empathic Thinking and progresses towards ethics and a better life which are rooted in theories of moral development by theorists such as Kohlberg, and can be used to design educational packages for cognitive development and the buildout of different levels of thinking (including moral development of children and adolescents).Despite its philosophical roots, caring thinking has rather straightforward and relevant psychological and moral correlations that together can manifest in the feeling of being cared for, companionship, positive and committed thinking based on values, emotions and norms.

The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.

The present study examined the teaching of caring thinking and its effectiveness on the well-being of sixth grade elementary students. This quasi-experimental study was conducted with pre-test, post-test and follow-up design (two months later) with a control group of 120 sixth grade elementary students in the academic year 2020-2021 in Tehran, Varamin. Students were selected by multi-stage random sampling method and randomly divided into two groups of and Virtues Questionnaire and the Guided Careful Thinking Questionnaire. Teaching caring thinking in 15 sessions of 90-minutes each, while the control group was not subjected to the training. Collected data were analyzed with the statistical software SPSS 21 using multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc test. Teaching caring thinking significantly increased the average scores related to caring thinking and well-being variables and their components in the intervention group (p<0.001). In a pairwise comparison, there was a significant difference between pre-test vs post-test and pre-test vs follow-up stages (p<0.001), while no significant difference was observed between post-test vs follow-up stages (p<0.05). As a result, teaching caring thinking promotes well-being and all its components in sixth grade elementary school students.

The aim of the present study was to investigate the effectiveness of education based on "Technology Application Model in Philosophy for Children" program on critical thinking of talented second grade students.The research method was quasi-experimental with a pretest-posttest with a control group design. The statistical population included all talented male students in the second year of elementary school who were studying in one of the public schools of Tehran in the academic in year 1399-1400. Using multi-stage cluster sampling method, 40 talented students were identified and randomly assigned to the experimental (n = 20) and control (n = 20) groups.Statistical sample of the research was completed before and after training, Watson-Glears Critical Thinking Questionnaire, which was the tool of this research.The training was designed based on the educational model of using technology in the philosophy for children program and was performed in 10 sessions for the experimental group and the control group was trained in the usual way.In the online section were used from the Grasp platform And in the offline section were used Multimedia and educational animations. Statistical methods were used to analyze the data at two descriptive levels of mean and standard deviation and inferential multivariate covariance.The results showed that after adjusting the pre-test scores, there was a significant difference between the experimental and control groups in the variables of critical thinking (P <0.05).The results of this study, in line with other studies, showed the positive role of using the capacity of technology in the philosophy for children program and improving the critical thinking of talented students.According to the research findings, it can be suggested that this model be used as an executive solution for one of the major goals in the document of fundamental transformation of education "intelligent use of new technologies in the formal public education system based on the Islamic standard system."

The present study seeks to investigate the perception of experienced teachers about the philosophy of cooperative teaching with the aim of answering the following question: What is the nature of cooperative teaching according to the perceptions of experienced teachers?

The statistical framework of this research includes professors of Tehran Khwarazmi University, Tabriz University, Farhangian University of Tabriz and a number of country's elites who were selected by purposeful sampling. A semi-structured interview was used to collect data, and a total of 19 interviews were conducted until data saturation, of which 4 interviews were supplementary interviews to further deepen and saturate the data. After recording the interview, their text was prepared. MAXQDA10 software was used for data management and coding. Claysey's method was used to analyze the data.

The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions, knowledge of its philosophy, and characteristics such as interactivity, dynamism, attractiveness, use of collective wisdom, enrichment of resources, facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.Collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosophy that sees human experience as an interactive experience can support such a teaching method.A) Elements of collaborative teaching:1) Multi-way communication between professors and professors' communication with students and students' communication with each other are communication elements of group teaching.2) Every subject that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question.3) Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class, and topics are proposed that are of interest to the members of the collaborative classroom. Is.b) Features of collaborative teaching:1- The interactiveness of the cooperative teaching method class.2- Dynamics: collaborative teaching is a dynamic flow in which both students learn and professors become more dynamic.3- Attractiveness: the learning process in collaborative classes is more attractive.4- Using the collective wisdom of expert professors: Usually, collective wisdom is used due to the presence of two or more professors.5- Enrichment of resources: In cooperative teaching, many resources are used by professors to enrich the joy of learning.6- Facilitating learning and better understanding: Collaborative teaching provides the context for facilitating learning.Summary and summarization of the findings related to the question: What is the nature of collaborative teaching according to the perceptions of experienced teachers?In teaching, teachers should have a clear idea of their teaching philosophy, and on the other hand, cooperative teaching is one of the strategies in which more than one teacher is involved in teaching and guiding students, and therefore, considering that cooperative teaching is very important in the education system, especially in contemporary times. It has been emphasized, but it is less welcomed in the teaching-learning process, but this ambiguity still remains, do teachers have a common understanding of what they teach together, their teaching philosophy? What is mentioned under the title of teaching philosophy or not? And what are the obstacles in the way of implementing such a teaching method in schools by teachers? What do teachers think about this? Therefore, the current research, relying on this issue, is in line with a search to explain the philosophy of cooperative teaching by looking at the perceptions of experienced teachers in schools.The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions as well as several characteristics, dimensions and elements for cooperative teaching. Regarding the definition of collaborative teaching, it was agreed that the presentation of two or more professors, lessons and topics that require two or more expertise is called collaborative teaching. In order to explain the nature of collaborative teaching philosophy from the perspective of the perceptions of experienced teachers to know the philosophy of collaborative teaching, it was agreed that collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosopher who sees human experience as an interactive experience can use this method. Support teaching. And this philosophy can be seen in the opinions of many experts in the field of education.Regarding the elements and characteristics of collaborative teaching, the results of the interviews led to the identification of 3 elements and 6 characteristics, which are: the first element that is mentioned, the multi-directional communication between professors and the communication of professors with students and the communication of students with each other. Communication elements are group teaching. In the second element, it was stated that every topic that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question. Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class and topics are proposed that are of interest to the members of the collaborative classroom.The results of the interviews were obtained regarding the characteristics of the cooperative teaching method, the first of which was the interactiveness of the cooperative teaching method. The second characteristic is dynamism, in which collaborative teaching was considered a dynamic flow in which both students learn and professors become more dynamic. The third feature of the cooperative teaching method is its attractiveness, which makes the teaching process more attractive and pleasant.The fourth characteristic that was achieved was the use of the collective wisdom of expert professors. Usually, due to the presence of two professors or several professors, collective wisdom is used, which has very positive effects in the cooperative teaching process.The fifth feature is the richness of resources and topics in collaborative teaching, which is due to the use of diverse knowledge resources that are presented and introduced by teachers. The sixth feature that became clear to us was facilitating learning and better understanding of discussions. Collaborative teaching provides the context to facilitate learning. facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.

This article examines the characteristics of philosophy stories for children, in order to determine the possibility of using the features of these stories in children's creativity. In the first part of the article, the characteristics of Fabak stories are explained. In the second part, the functions of philosophy stories for children are shown on children's creativity.

This research was qualitative content analysis in terms of qualitative approach and method of analysis. Data were collected from scientific documents and texts, including books and articles, using the keywords of creativity, fiction, philosophy curriculum for children, the functions of fictional stories, fictional elements in children's creativity. Based on the inclusion and exclusion criteria, 29 articles and 21 book covers were included in the study.The findings showed that the features of the stories of the Fabak program, despite the basis of questioning and philosophical concepts, the topics of reasoning and thinking, as well as the philosophical topics related to the ways of children's lives in the dimension of daily life and in the dimension of community intersubjectivity, the reconstruction of the research community and some processes such as literary components And educational and activity-oriented patterns such as the pattern of writing, discussing and practicing in the story have an effect on the development of children's creativity.

The improvement of children's creativity and questioning spirit is based on the use of elements and functions of the features of Fabak stories.

The purpose of the current research is to examine the philosophical foundations of scientific exploration with an emphasis on the category of man and the world in the philosophy program for children.

This study is of an applied research type and qualitative in nature, which was conducted using thematic analysis method.

In the way of achieving the goal of the research, two concepts of scientific exploration were analyzed with emphasis on the category of man and the world in terms of philosophical foundations and man and the world in the religious philosophy education program for children. The results of the analysis indicated that some foundations believe in reasoning and rationality in issues, some believe in both experience and reasoning, and others believe in dialogue and discourse. In the concept of scientific exploration with emphasis on the categories of man and the world, one group considered man as the center of identification, and scientific knowledge as dependent on man, and one group considered human knowledge to be discriminatory, and another group did not consider scientific knowledge to be dependent on man, but scientific knowledge outside of people search. A group also seeks knowledge through nature, reason, revelation, intuition and narration. Also, regarding the world, a group believes in a fixed and unchanging world, and some believe in a changing and renewing world, and some believe in its immutability, and what can be seen in the philosophy education program for children in the category of man and the world is the belief in an unstable world. It is evolving and complex with an open system and a combination of the object and the mind and an organic world with an active and dynamic human being who plays a role and participates in building knowledge.

Caring thinking is the third category of thinking based on Lipman’s classification that integrates human emotions in intellectual affairs. Caring thinking conjugates 3H; Head, Heart, and Hand as symbols of contemplation, kindness, and behavior.

This new category of thinking has not been effectively considered, especially in philosophical view. Therefore, the pros and cons of caring thinking and its implementation should be assessed and identified from a philosophical perspective. So the goal of this research is the analysis of caring thinking’s quiddity based on its dimensions, types, and nature and responding to challenges in these areas.

In this paper, we elaborate quiddity of caring thinking by applying the concept analysis method. The basic purpose of our methodology is to consider concepts of different types of caring thinking that results in distinguishing characteristics of each type.

We investigate:(1) The interference and differentiation of 5 types of caring thinking (Appreciative / Valuational, Emotional, Active, Normative, Empathetic ), the interaction between these types, their relations to Bloom’s taxonomy of educational approaches, and their individual and social effectiveness scope, (2) Dimensions of caring thinking based on how it affects the thinker (subject), the target (object), and the target’s manner of thinking, (3) The nature of caring thinking that shows emotional thinking as the start point which consequently results in ethical values, motivations, and actions. Finally, we introduce a four steps implementation of caring thinking that demonstrates its life cycle in a dynamic and self-rectifying society:(1) To pay attention and careto others including living and inanimate creatures as a result of Valuational, Empathetic, and Emotional thinking types, (2) To accredit and respect the rights of others, because of being involved in Emotional and Normative thinking, (3) To apply social, ethical, and biological rights of others in personal decision making and activities as a consequence of the usage of Active thinking, (4) Re-evaluate and revision the previous steps by assessing conditions using the Valuational and Normative thinking types.

The purpose of this study was to analyze the critiques of the philosophical foundations of scientific exploration in the philosophy program for children. To this end, the question entitled "What are the criticisms of the philosophical foundations of scientific exploration in the philosophy education program for children?" It was proposed and compiled. The research question has been answered by using methods such as descriptive-analytical and deductive inference. After describing scientific inquiry from the point of view of thinkers and experts in the philosophy education program for children and analyzing each theory, it can be seen that in the theories of philosophical foundations and philosophy education program for children in the field of scientific exploration, both emphasize the sense of Experience, reasoning, thinking, and rationality are similar in cognition but different in participation, dialogue, and the research community. The philosophy education program for children in scientific exploration, in addition to sensory observation and reasoning, places particular emphasis on dialogue, participation, and the research community.Keywords: Criticism, Philosophical Foundations, Scientific Exploration, Philosophy Education

The purpose of this article was to investigate the possibilities of Musical Inquiry for use in P4C.the questions are:what is Musical Inquiry?What facilities does it provide for Music Education?the methodology is descriptive-analytical.the article uses the components of musical knowledge to design three methods of musical inquiry.the method of data acquisition was library research;study of classical music styles from1900to1950 and after1950.stimulies:two works by Cage,a work by Debussy,a work by Penderesky. Musical inquiry is a method to equip students with linguistic-cognitive abilities,with a combination of technical analysis and aesthetical experiences. Learning music by Inquiry, teaches the students how music acts as a social phenomenon;it provides them with the tools and concepts of musical terminology to give them the skill and power to talk about musical works. Activities with a combination of Social and Musical Inquiry are suggested to systematize historical concepts in the mind and increase student’s abilities to composing or arrangement.

The main purpose of this paper is to investigate the learning of mathematical analysis based on the integration of philosophical analysis and neurocognitive findings. For this purpose, learning mathematical analysis, as one of the aspects of mathematical thinking, has been studied using learning numerical symbols in children based on the neurophilosophical method. To that end, three observational propositions have been deduced from cognitive neuroscience findings on symbolic mathematics including symbolic learning of numbers changes children's brains and the processing of symbolic numbers; nonsymbolic numbers are heterogeneous and there is a vague, bidirectional connection between them; the symbolic knowledge of numbers plays an important role in the future development of children in higher-level mathematics. Then, based on these three propositions, an attempt has been made to examine the philosophical questions of the research and the challenges related to them.In this paper, we argue that combining symbolic numbers learning with how created numerical symbols and encouraging children to make consistent connections between numerical symbols and their mental meaning and verbal expression can provide the necessary tools for the enrichment of metacognitive abilities namely error detection. However, it is necessary to consider challenges such as how children become acquainted with the theory of evolution concerning cultural issues, the type of strategies needed to improve the relationship between semantic and symbolic understanding of numbers in children, and the level of emphasis on problem-solving processes (which also require symbol-based analysis) in mathematics’ education in Iran to improve children's thinking abilities.

The purpose of this study is to analyze and critique the situation of higher education in Iran from the perspective of the development of democratic university spaces.And it seeks to answer this fundamental question:From the perspective of professors and based on the Emancipatory classroom of higher education in Iran in the dimensions of the development of democratic university spaces, what challenges does it face? Therefore,using Fairclough critical discourse analysis method and relying on semi-structured interviews with eight university professors -at the discretion of the researcher and with the approval of eight professors of educational sciences-the theoretical adequacy of the data was announced and then implemented and described in three stages.And interpretation and explanation were analyzed. The results showed that professors' discourse includes a large number of concepts that express professors' protest and dissatisfaction with the common monologue-based discourse in academia and the classroom, so that the role of teachers' agency and activity is marginalized and leads tothe creation Banking education and the reproduction of discourse have become dominant, and at the same time, in parallel with this situation,a new discourse is emerging that seeks to change and reform things, which in a sense can be called the discourse of resistance.

One of the most important goals of emancipatory education is to nurture responsible, critical and participatory people. The purpose of present study was to investigate the characteristics of the emancipatory classroom and its relationship with the classrooms of Iranian higher education. Therefore, by using descriptive-analytical method and referring to critical theories and research related to higher education in Iran, it seeks to answer the question of what are the characteristics of emancipatory classrooms and what is their relationship with higher education classes in Iran? The findings showed that the goal of emancipatory education is to develop democracy and create a new human being. Accordingly, the professor is a politician and a facilitator of learning and the student is also question-oriented and skeptical. In this regard, the educational content emphasizes searching and understanding the different aspects of the issue. The teaching and learning method will be based on partnership and dialogue. Accordingly, the emancipatory classroom atmosphere also provides opportunities for students to practice and develop democratic actions. But what obtained from the comparison of Iranian higher education classrooms with emancipatory characteristics indicated that there is no relation between these characteristics; Iranian higher education classrooms are non-participatory and authoritarian; professors are reluctant to interact with students; students have no experience of emancipatory education;  the syllabus is memory-oriented and quantitative;  and the atmosphere of the class is non-motivational and hierarchical with one-way teaching.

he present study, with an analytical study of the elements in the teaching staff of Farhangian University, has compared it with the two faculties of educational sciences of selected universities.The purpose of analyzing the conceptual structure of Farhangian University teacherchr  portfolio and comparing it with selected universities is to examine the strengths and weaknesses.This research was described, interpreted, adjacent and compared based on George L. Bradychr method and the differences and similarities of these statements were examined and analyzed. Conclusion The basic and general structure of Farhangian University teacherchr s portfolio, including educational goals, teaching and evaluation, as well as continuous evaluation of the teaching philosophy statement for continuous and continuous learning, show fundamental differences. , Teaching, applying and compiling a comprehensive guide for students to better and more accurately implement the teacherchr work.

Working adolescents need to cope with extreme situations they face, and it is important to identify what factors influence their resilience to better support their health and well-being.  The purpose of this study was to explore resilience in working adolescents.

The directed content analysis approach based on the ecological-transactional resilience model was employed across five domains of resilience (Self, Family, Peers, School, and Community).  Semi-structured interviews with a purposive sample of working adolescents were conducted. Inclusion criteria were being 12-18 years of age, Persian speaker, and direct experience of being forced to work for at least one year. Hsieh & Shannon (2005) instruction was used for data analysis.

17 participants were interviewed, 59% were male, 88% immigrants and 41% had started working by age 6. Adolescents reported experience of significant adversity. A dichotomic range of resilience-related factors was identified within five domains, embedded with distinct themes. There was evidence of self-care, patience, empathy, and emotional insight within extremely difficult life circumstances. Peers and schools were identified as supporting resilience. Very few Family or Community resilience factors were identified; instead, adolescents reported hurt, alienation, and voicelessness within the family; and fear and insecurity in the community.

Working adolescents in this study revealed some dichotomic strengths and vulnerabilities. Individual, peer, and school factors were more evident than family and community factors in fostering resilience among working adolescents.

The purpose of this study is to analyze the concept of the good life in the Eudaimonic approach to drawing aims of education. To this purpose, first, the concept of the good life in the Eudaimonic was analyzed, then based on this analysis and in the context of the philosophical insights gained from this analysis, aims for education were drawn. To achieve these goals, the conceptual analysis and reconstructed methods of Francena's practical syllogism were used. According to the findings of this study, the general orientations of Eudaimonic well-being are virtue, meaningfulness, and. Human flourishing. The aims of education of Eudaimonic well-being were presented in two parts: the end aim and the middle aims. These aims include human flourishing as the ultimate goal of education Eudaimonic well-being, and meaningfulness and virtue are identified as intermediate goals of education Eudaimonic well-being. Thus, the primary purpose of education is to guide educators towards virtuous and flourish lifestyles. Education-based on Eudaimonic well-being considers flourishing as an appropriate necessary answer to the fundamental and normative issue of human well-being. Moreover, Eudaimonic education is about how learners achieve this aim. Therefore, in the process of this kind of education and based on the paths of Eudaimonic well-being, it should be said that the main features of Eudaimonic education are the central virtue, the rationality, the meaningfulness, and the sense of being towards human flourishing.

The purpose of the study is to investigate the frequency and distribution of rule- oriented, participatory and critical citizenship education approaches in high school sociology textbooks. The special educational system is 6-3-3 in the academic year of 2018-2019 in Iran. Therefore, quantitative as well as qualitative content analysis methods were used to achieve this goal. The method of data gathering in this research was documentary method and using checklists of citizenship approaches along with indicators and components related to each approaches. The findings of the study indicate that there is a great focus on approaches to citizenship education in the 12th grade textbook (39.5%) while the lowest indications was found in the 11th grade textbook (24.36%). Also, among the three approaches, the most volume was rule–oriented citizens approach education was the most frequent (42.03%) while the least frequent was the critical citizens approach education (25.47%). Reflecting on these findings, it could be said that at the level of educational foundations distribution of citizenship education approaches was unbalanced. And some approaches have been overlooked by curriculum planners. Therefore, the review of how to represent citizenship education approaches seems to be necessary in the reviewed books.

neglect as a global health issue threatens adolescents and their families' health. more resilient and compatible the adolescents, more successful to bunch bake the adversities. spirituality plays a true role in promoting adolescents' resilience. few studies investigated the neglected adolescents lived experiences. the aim of the current study is to explore the neglected adolescents considering the spirituality.

a total of 18 in-depth face to face interviews were conducted in this phenomenological study. Van manner analysis instruction was used to data analysis

"Creating a hopeful horizon (passive confrontation with the unknown future, drawing a vision, positive acceptance of circumstances, self-confidence, unyieldingness, positive meaning of self)", "Searching for the meaning of experience (learning from failure, searching for the meaning of events, The relationship between cause and effect of events ("and tolerance in the shadow of spirituality (patience, tolerance, trust in God, hope in God)" has been the result of analysis in this study.

neglected adolescents experience resilience under the shadow of spirituality.

At the center of postphenomenological thinking is the technological intermediary. Don Ihde’s typology of human-world relationships-embodiment, hermeneutic, alterity, and background provides a methodology dealing with how technologies shape and reshape both “humans” and “world” through specific intermediary effects. He mentions two specific features of magnification and reduction in the application of any technology, and believes that the application of any technology while enhancing the aspect of human life, reduces another aspect. The magnification-reduction structure is a two-sidedness that It can be seen in various dimensions, and there is no mere empirical fact about technological intermediary. Empirical fact of technological intermediary, the two-sidedness of technological intermediary expresses how technological intermediaries shape both “world” and “human”. In this study, various aspects of incremental reduction of flipped classroom are being examined in four different dimensions of technological intermediary and technological formation of our world life. By addressing the various dimensions of technological intermediation, we can examine the different aspects of our world life .Here, by addressing the increases and decreases in flipped classroom in various dimensions, we seek to find out if the reverse flipped pattern, as a model of the combination of traditional technology and education, is an appropriate model for solving problems with the educational system? In other words, does the flipped learning pattern solve problems and shortcomings of the existing educational system? In this paper, the post-phenomenology approach is used to identify and explain the increases and reductions in the various dimensions of technological intermediary in the relationship between human and the world in flipped learning. The method in this research Post-phenomenology. It is a branch of phenomenology that, by combining phenomenology and pragmatism, explores the human-technology relations. Finally, it should be noted that the achievement of the reverse education increases and reductions in the four dimensions above helps us to get a clear understanding of our estimate of the flipped learning at the social and personal level.

The method of this research is Post-phenomenology. It is a branch of phenomenology that, by combining phenomenology and pragmatism, explores the human-technology relations.

The results of the research indicate that reverse education, with increases and decreases in four ontological, epistemological, practical and ethical dimensions, has dramatically improved the problems and deficiencies of traditional education and e-learning, and is a useful model for solving many problems in any educational system.

After the Islamic Revolution in Iran, various discourses have emerged. and each discourse has provided specific goals and programs in the field of citizenship education.the present article aims to critical analysis of the citizenship education position in Justice oriented and moderate discourses. The research community includes documents related to citizenship education in both discourses. the findings showed that for the education of citizenship, from the perspective of the Justice oriented discourse, the observance of socio-economic, and in terms of moderation discourse, observance of political and civil rights, constitute the most important demands of citizens. the texts examined in both discourses do not pay much attention to the role of citizens in the process of meeting the rights, but their focus is on the government's responsibility to realize the rights and the grounds for achieving citizenship education. A citizen represented in these two discourses is a single-dimensional inventory that has experienced rapid and unbalanced growth in only one era in each era. In most cases, the documents examined follow a single-discourse pattern and are not interested in using elements of competing discourses.

The aim of this study is to explain the logic of the science education curriculum based on the philosophy of Bhaskarian Transcendental Realism. The research method is deductive. For this purpose, it introduces the central core of transcendental realism that focuses on the three elements of ontological realism, epistemic relativism and judgmental rationality, and then its implications for the logic of science education curriculum. The findings showed that the combination of ontological realism and epistemic relativism brings about a constructive realism approach to the rationale of science education; in constructive realism, science, although a product of human imagination, is nevertheless realistic. Also the third element of Basskar's philosophy is the rationality of judgment which has recommended a critical approach to the science education. The Critical Approach drives science education towards critical thinking and rational criteria for judging competing theories and ideas.