جستجوی مقالات مرتبط با کلیدواژه « attitude » در نشریات گروه « تاریخ »

This article uses a quantitative content analysis of fifth grade elementary school and third grade of middle school textbooks from the 1370s/1990s and 1380s/2000s in an attemp to show the contribution of the environment and its protection in textbooks and subsequently in formal education. In addition, this article tries to find out what factors influenced the thinking of curriculum planners and textbook authors. The results of the study show that only two percent of the total text content of the books deals with environmental protection. Of the threefold levels of knowledge, attitude and skills in these books, 78% are at the knowledge level. Furthermore, the largest amount of environmental data is found in books such as Geography, Experimental Science and Technology & Occupation. This could be an indication of the dominance of experimental thinking in the eyes of curriculum designers in the field of environmental education. However, it seems that in the 1380s, the textbooks paid more attention to the level of attitude, so that it increased from 2% in the 1370s to 4% in the 1380s. Moreover, in the 1380s, the dominance of experimental thinking seems to have decreased and environmentalism was included in non-experimental books such as Farsi and religious teachings. In addition, in the 1380s, textbooks paid more attention to pollution and the impact of polluting human activities on the environment than in the previous two decades.

Taking into the consideration that environmental education, especially formal primary and secondary education, has a great impact on the sociability of individuals, and according to the fact that the content of textbooks is a mirror of government policy in the field of education, this article, by using quantitative content analysis of the fifth grade of primary school and the third grade of guidance school textbooks of the 1360s/1980s (1361/1982, 1365/1986 and 1369/1990), is trying to show the contribution of the environment and its protection in textbooks and subsequently in formal education. And by doing that it seeks to show the role of the environment in formal education. In addition it answers this question that “How has the view of the environment been in the minds of curriculum planners and textbook authors?” Findings show that out of the total textual content of the studied books, only two percent have addressed environmental protection. At the three levels of knowledge, attitude and skill, out of the total environmental textual content of the studied books, 78% is allocated to the level of knowledge (awareness), 1% to the level of attitude and 9% to the level of skill. In addition, most of the environmental data can be found in books such as “Geography”, “Experimental Sciences” (Oloum e Tajrobi) and “Profession and Technology” (Herfe va Fan). This also shows the empirical thinking of curriculum planners about teaching the environment.

Fazlullah ibn Roozbehan (d. 927 AH) is one of the historians who has a special place in the thought of Islamic-Iranian historiography. Dealing with history from the point of view of a muhaddith jurist, who always fluctuated between his idealistic mind and the events in society, has led to a special view of history. This article has been written with the aim of examining the characteristics of Khonjichr('39')s historical view and its impact on his historiography based on the Tarikh-i Alam-ara-yi Amini and other sources. Findings indicate that the authorchr('39')s historical knowledge according to his mental frameworks and political and social conditions of his habitat is based on some components such as religious attitude (hermeneutics and destiny), sectarian and theological attitude, critical attitude, ethics-oriented and elitism attitude, and social-political insight. It is also based on narrative and analytical-critical approaches.