جستجوی مقالات مرتبط با کلیدواژه "education" در نشریات گروه "علوم انسانی"

Education along with finding ideas and creativity fostering in schools, especially in conservatories is of particular importance. Therefore, the current research was conducted with the aim of presenting a model of education along with production based on idea finding and creativity fostering in the conservatories of Golestan province.

This study was conducted with a qualitative approach. The statistical population of the present study were experts familiar with the field of research, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample with using the purposeful sampling method. The tool of this study was a semi-structured interview, which the validity was calculated by the content method 0.76 and the reliability was calculated by the agreement coefficient between two coders method 0.89. The data of the present study were analyzed by coding method in MAXQDA software.

The findings showed that the model of education along with production based on idea finding and creativity fostering in the conservatories of Golestan province had 56 components and 11 dimensions. The dimensions of the mentioned model were included content and organization (with 5 components), curriculum goals (with 14 components), teaching and learning strategies (with 7 components), connection with the labor market (with 3 components), participation in curriculum production (with 2 components), training and consulting (with 4 components), principles of compilation (with 3 components), evaluation (with 7 components), location activation and production facilitation (with 5 components), continuous interaction with scientific centers (with 3 components) and curriculum features (with 3 components).

Specialists and planners of the educational system, especially the education system of conservatories according to the identified dimensions and components can provide the basis for improving education along with production based on idea finding and creativity fostering in the conservatories.

In Recent Decades, Attention To The Psychological Empowerment Of Employees In Educational Organizations In Order To Enhance Efficiency, Effectiveness, And Productivity Has Been A Significant Focus Of Many Researchers. Therefore, The Main Aim And Issue Under Investigation In This Study Is To Explore The Influential Components Affecting The Psychological Empowerment Of Teachers.

Given That This Research Can Inform Decision-Making Related To The Educational System, It Falls Under Applied Research. The Present Study Is Descriptive-Survey In Terms Of Method, Applied In Terms Of Purpose, Cross-Sectional In Terms Of Time Frame, And Quantitative In Terms Of Data Approach. Data Collection Was Conducted In The Field Using A Questionnaire. The Study Population Consisted Of Teachers In District 3 Of Qom, During The Academic Year 1402-1403, With A Sample Size Of 34 Teachers Selected Through Random Sampling. Statistical-Inferential Analysis Was Done Using Spss. The Research Hypotheses Examined The Factors Of Competence, Empowerment, Meaningful Work, And Feedback Based On Age, Education Level, Gender, And Work Experience.Research Tools: To Collect Data, The Spritzer And Mishra Psychological Empowerment Questionnaire Designed By Timornejad Et Al. (2010) Was Utilized. Supervised Training Was Provided To Ensure The Proper Administration Of The Questionnaires.The Data Collected Were Analyzed With A Reliability Coefficient Of 0.95, Indicating Sufficient Reliability For The Empowerment And Performance Assessment Tool.

After Preparing The Questionnaire, On The Day Of School Organization, Where Many Teachers Were Present For Organizing Schools In The Education Department Of District 3, Over 200 Questionnaires Were Distributed. Eventually, 150 Questionnaires Remained Blank, And 50 Completed Questionnaires Were Collected. Among These 50, 16 Were Incomplete And Unusable, Leaving A Total Of 34 Valid Questionnaires For Statistical Analysis. A Total Of 18 Women And 16 Men Responded To The Questionnaire.

Based On The Findings Of This Study, The Hypothesis Of A Significant Competence Difference Between Male And Female Employees In The Organization Is Rejected. The Second Hypothesis, Confirming A Significant And Positive Relationship Between Empowerment And Employee Effectiveness, Is Supported. The Third Hypothesis Indicating A Significant Trust Difference Related To The Age Variable Is Rejected. Moreover, The Fourth Hypothesis Stating A Significant Relationship Between Influential Variables, Autonomy, And Trust Is Confirmed. The Fifth Hypothesis, Indicating Independence Between Gender And Competence, Is Also Confirmed.

Moral education constitutes one dimension of education, wherein the educator actively seeks to modify and rectify the learner's undesirable characteristics and conduct. Nevertheless, these pedagogical endeavours necessitate distinct methodologies. The pedagogical approaches prevalent within secular educational frameworks have undergone continuous transformation and development owing to an incomplete comprehension of the multifaceted nature of human beings. The disparities among these methodologies compel us to scrutinize more dependable approaches grounded in divine revelation and the teachings of those who have been nurtured within the school of revelation. Indisputably, the Nahj al-Balāghah, following the Holy Qur'an, stands as one of the preeminent compilations of Hadith, offering invaluable guidance for the moral education of humanity. Within the corpus of Imam ‘Alī's (p.b.u.h) teachings, Letter 31 occupies a unique position as a pedagogical charter. In this epistle, he comprehensively addresses diverse cognitive, affective, and behavioural strategies for moral education. This l inquiry, employing a descriptive-analytical methodology and relying on library-based research, concentrates exclusively on the affective dimension of moral education as delineated in Imam ‘Alī's Thirty-First Letter, endeavouring to introduce a variety of practical strategies within this domain.

The purpose of the research was to design and validate the curriculum framework for reducing the risk of cyberspace harm for the elementary school. In the qualitative part, the theme analysis method was used and in the quantitative part, survey method was used. The participants of the qualitative section, in addition to the sources and texts, were specialists in educational sciences and cyberspace, who were selected in a targeted way and with the snowball technique. The research tools in the qualitative part were sandblasting and surveying along with semi-structured interviews with key informants. In quantitative section, the statistical society included elementary school teachers (264 people), 152 people were selected based on Morgan table using convenience sampling method. The research samples in the quantitative part were selected from elementary school teachers in Khorameh city based on Morgan's table in the available way. The research tool in the quantitative part was a researcher-made questionnaire, derived from the qualitative part. Thematic analysis was used to analyze the qualitative data and confirmatory factor analysis was used in the quantitative part. In the qualitative part, 554 semantic codes were classified in the form of 112 basic themes, 29 organizing themes of level 1 and 6 organizing themes of level 2, and the initial framework was formed. The results of the confirmatory factor analysis of the quantitative part showed that the goal with a factor load of 0.87, content with a factor load of 0.78, teaching-learning methods with a factor load of 0.77, logic with a factor load of 0.75 0, learning resources with a factor load of 0.69 and methods of evaluation with a factor load of 0.60 respectively were the explanations of the mentioned curriculum framework. Also, the Cronbach's alpha coefficient of 0.989 indicated the high validity of the elements of the curriculum framework for reducing the risk of harm from cyberspace in the elementary school.This framework has been designed and validated through a scientific and methodological process and can be used as a reference for policymakers, planners, and textbook authors, as well as teachers.

One of the important consequences of constitutionalism was the transformation in the education system and the establishment of schools in a new way. Constitutionalism caused the decline of traditional school-style education and the development of new schools in Gilan. This was made possible by the efforts of the intellectuals, associations and popular institutions of Gilan and the spiritual support of some knowledgeable scholars. The results of the research show that in this period, the parties, associations, newspapers of Gilan and the parliament supported the expansion of new sciences and provided the basis Education for girls and boys took valuable steps. In addition to playing an important role in consolidating the foundations of the constitutional revolution, the press with its cultural activities provided the basis for the growth of public culture by persuading and encouraging people to learn science and knowledge and promoted public culture in the Gilan region.

Education in the Islamic era has undergone ups and downs and changes under the influence of various components. Political developments and intellectual structures of the rulers, jurisprudential, theological and philosophical thoughts are among these components. In this article, the different view of speech in the period of Al-Boyeh, the appearance and appearance of theological trends in this period have been discussed and investigated. And in it, while extracting the necessary research data from numerous and diverse historical, theological and educational sources and the logical arrangement of the tenses and their description, related analyzes are presented. In line with the title of the article, referring to the place of speech in the Al-Boye period, the causes and factors of attention to speech have been explained and the effectiveness of this attention in the education of this period has been analyzed. The result of this research shows that a series of factors including the defense of Shia religious foundations, the influence of Mu'tazila theological methods and the absence of Imam Zaman (A.S.), in this period, the word got a special place and a prominent presence in education. This prominence is evident in the tendency to use rational methods in theological opinions, the expansion of theology lessons, and the use of debate in theology education.

This research investigated the political behaviors present within the Ministry of Education, aiming to identify the different types and their relative prevalence among employees.
The study employed a mixed-method approach to gain a comprehensive understanding of the phenomenon. In the first phase, semi-structured interviews were conducted with fifteen administrative staff members holding extensive experience (over 5 years) within the Ministry in Semnan city. Thematic analysis of these interviews provided a foundation for the development of a questionnaire. This questionnaire was then distributed randomly to a larger sample of 220 participants, encompassing both administrative staff and high school teachers within the Ministry of Education. Data analysis was conducted using SPSS2020 software to identify patterns and trends in the reported behaviors.
Seven categories of political behaviors emerged: image management (of others), organizational manipulation, preferential treatment, coalition building, undermining colleagues' competence, opportunistic behavior, and dominance displays. Image management was the most frequently observed behavior, while manipulation tactics were reported less frequently.
Interestingly, some participants in the study denied the existence of political behaviors within the Ministry. This suggests a potential blind spot or normalization of certain political tactics by some employees. The research also highlights the diverse range of political strategies employed within the organization. Further investigations are warranted to explore the motivations driving these behaviors and their potential impact on the Ministry's overall effectiveness and employee well-being.

The normal pilgrimage of Imam Hussein and his pilgrimage on foot or during Arba’een are all emphasized in religious traditions. The Arba’een ceremony, which has been common in Iran and other countries for several years, is the result of paying attention to the contents of these hadiths and pondering and reflecting on them. Considering the different characteristics of this ceremony, which are obtained by looking at facts and empirical observations, different aspects of this walk can be discussed. By explaining the main individual and social characteristics of this ceremony, including practical training, spiritual experience, purposefulness, lightness, difficulty of travel, organizational work, reception and hospitality, the presence of all classes of people and the like, the present article aims to infer the moral and educational effects of the Arba’een ceremony. It mainly focuses on family and explains the connection between family and Arba’een walk. Undoubtedly, each of the above-mentioned characteristics can independently have numerous educational advantages for families and lead to individual, family and social growth and advancement and pave the way for the creation of an apocalyptic utopia. Offering role models, spiritual peace, familiarity with values, transformation and self-development, strengthening beliefs, serving others, love, sense of responsibility, tolerating others, reducing attachments, enthusiasm, increasing tolerance, patience and contentment, teaching the Islamic lifestyle with regard to generosity, charity, self-sacrifice, guest and host etiquette, empathy and convergence, unity and altruism, etc. are among the mentioned characteristics.

Intrinsic monotheism is the first level of monotheism. Contrary to the majority of commentators' views derived from philosophers and theologians, from the perspective of Allama Tabataba'i, the true meaning of monotheism in the Quran is the pure and unlimited existence of God. This descriptive-analytical article uses the rules of interpretation and library resources to discover, examine and explain the types of methods for teaching intrinsic monotheism in the Quran based on the view of Allamah Tabataba'i. The research results show that from Allamah's view, teaching intrinsic monotheism in the Quran has two main methods " explicit declaration and induction to the audience" and "argumentation". The method of argumentation has the following three sub-types: reasoning to the unity of the nature "God", reasoning to the limitlessness of the "likeness" of God, and reasoning to the omnipotence of God. Using these two methods in teaching intrinsic monotheism in the Quran, we realize that this level of monotheism must be explicitly declared both in order to induce and instill it in the audience. Besides, in order for people to reason and think, argumentations must be presented to them in various ways.

The field of nano can play an important role in the progress and national economy of the country. Passing two decades since the launch of nano postgraduate courses in the country, the status of these courses has not been evaluated. Due to the dispersion of science and technology policy-making centers in Iran, each of them has tried to design and implement their evaluation systems. However, the university scale in evaluation has not been considered so far. The purpose of this research was to evaluate the courses in Iran. First step, the content of available sources was analyzed then 8 key informants were interviewed and an evaluation model was designed. Second, the status of the courses was evaluated by interviewing 11 experts in the nano field. The growth of nanoscience and research in the country and the triple institutionalization of INIC in the ecosystem of this technology education in the country are the most important strengths. The lack of access to up-to-date laboratory equipment, the interdisciplinary expertise of professors, the curriculum of courses regarding safety, ethics, and nano health considerations, defining international cooperation projects of university education, evaluation and feedback from the results of the activities carried out in courses and parallel work in the educational activities of different universities are the most important weaknesses of the courses.

Given the conducted studies, little research has been carried out on the attention to abstract beauty in education. Additionally, there are studies in which discussions related to aesthetics and beauty in religious education have been largely overlooked. This is despite the fact that the presence of beauty, in both its tangible and abstract forms, is clearly evident as an inseparable element in religious teachings and the daily lives of Muslims throughout various historical periods. From this perspective, the history of Islam is replete with the creation of sensory beauty in arts such as calligraphy, painting, tilework, and architecture, as well as abstract beauty in the daily activities of Muslims and their interactions with other communities. Muslim philosophers, following the introduction of Greek philosophical works into Islamic territories, developed notable theorieson Islamic aesthetics as part of their philosophical systems. Despite these details, Islamic aesthetics has not been adequately integrated into Islamic education, nor has the impact of Quranic teachings, as the most authentic and definitive religious textin Islam, been clearly established in the works of Islamic scholars.

The present study aims to infer the educational implications derived from Jacques Derrida's concept of critical thinking. To achieve this, an analytical-inferential method has been employed. Critical thinking from Derrida's perspective is a complex and multifaceted concept. In his view, critical thinking is related to the analysis and critique of language, texts, concepts, ideologies, and power structures. Derrida believes that no fixed or absolute meaning exists, and all meanings are formed in a play of signs and differences. Critical thinking, according to Derrida, means questioning any established truth, value, reasoning, or principle. Instead, he examines and critiques the methods, criteria, assumptions, and consequences. Derrida emphasizes that education should be critical in nature; he believes that critical thinking should be central, asserting that all aspects of education should be subject to change. In schools, alongside teaching critical thinking, emphasis should be placed on cultivating critical learners. In this way, the process of teaching and learning will be established in a critical and investigative manner. In this regard, the present study, through the exploration of Derrida's concept of critical thinking, aims to infer the educational implications stemming from his views using Frankena’s model.

This article aims to identify "factors affecting the establishment of research-oriented learning organization in education (specifically education department in Kermanshah province)" by using a mixed method and combining qualitative (data base) and quantitative (survey) methods. The socio-statistical research consists of two qualitative-quantitative parts; In the qualitative part, the sample size of the research was 20 people; 20 interviews were conducted with the managers and employees of the education department as well as with science experts using the method of "theoretical sampling". In terms of the quantitative method, using the Cochran formula, 384 people including the education teachers of Kermanshah province at both levels of primary (including first to sixth grades) and secondary (including seventh to twelfth grades) were considered randomly.The information collected from the interviews was analyzed using the foundational data research method (Grounded Theory) and the information obtained from the questionnaire were analyzed using confirmatory factor analysis tests and structural equation modeling. in this research in order to measure the validity of the questionnaire, both content validity (using face validity method) as well as construct validity were used. Also, Cronbach's alpha coefficient was used to check the reliability.The findings have shown that the "research-oriented learning organization" is a dynamic and changing entity that has "individual and organizational" causal factors (including personality traits, beliefs and needs of educators and learners, job motivations and organizational planning), background factors based on "fundamental modernization and evolution" (including evolution in the education system, organizational evolution and individual one), "intra-organizational" intervening factors (including organizational facilities and capacities, organizational structure, management and organizational culture)  are effective on the establishment of this phenomenon in education. Based on the respondants’ viewpoints, individual factors (with an average of 4.11), evolutions in the education system (with an average of 3.67) and organizational structure (with an average of 3.16) had the greatest effect in comparison to other identified factors.

Uthman Dan Fodio (1817-1754 AD) is one of the most famous political and religious leaders as well as one of the leading scientific and cultural figures in recent centuries in West Africa, which needs to explain the various dimensions of his personality. This article, with descriptive and analytical method, aims to explain the scientific and educational dimensions of Uthman Dan Fodio's personality and to answer the basic question, what actions did Uthman Dan Fodio take in the field of science and knowledge development in the West African region? Based on the findings of the research, after studying various sciences from various professors and reaching scientific and mystical levels, Osman Dan Fodio propagated the religion of Islam throughout the Hausa region and tried to promote Islam in the West African region through the promotion of learning and knowledge. after the victory of his uprising and the establishment of the Sokoto Caliphate, Uthman Dan Fodio paid attention to the institutionalization of education and training throughout the Sokoto Caliphate, on a wide level and among all classes of society, and turned the cities of the West African region into centers for the discussion and investigation of religious sciences and It became non-religious and a place for the education and training of great scientists, and in this way, it caused the prosperity of Islamic culture and civilization in the West African region.