جستجوی مقالات مرتبط با کلیدواژه « philosophy for children » در نشریات گروه « علوم اجتماعی »

This study aimed to develop a model for predicting attitudes toward the opposite sex based on attachment styles and value systems with the mediation of attitudes toward love in boys and girls referring to counseling centers and guidance offices of the Parents and Teachers Association of Tehran's education system.  According to the indicators and objectives of the research, this study was descriptive of a correlational type. The statistical population included all boys and girls referring to counseling centers and guidance offices of the Parents and Teachers Association of Tehran's education system in the years 2021-2022. The sampling method was multi-stage random, and the sample size was determined to be 350 based on the Sample Power software. Data collection was carried out using the Attitudes Toward the Opposite Sex Scale by Glick and Fiske (1996), the Attachment Styles Questionnaire by Collins and Read (1996), the Value Systems Scale by Schwartz (2006), and the Love Attitudes Scale by Hendrick and Hendrick (1986) on the selected sample. Data analysis was conducted using SPSS software and SmartPLS structural equations.  The findings of this study showed that developing a model for predicting attitudes toward the opposite sex based on attachment styles and value systems with the mediation of attitudes towards love in boys and girls referring to counseling centers and guidance offices of the Parents and Teachers Association of Tehran's education system had a good fit. The results of the direct path analysis showed that there was a significant positive relationship between the components of attachment styles, value systems, and attitudes towards love with attitudes towards the opposite sex. Also, the results of the indirect path analysis indicated a significant positive relationship between the components of attachment styles and value systems with the partial mediation role of attitudes towards love with attitudes towards the opposite sex.  The findings indicate that many adolescents, due to their inclination towards relationships with the opposite sex, enter unhealthy relationships. However, due to strong attachment, they overlook problems and do not accept that these relationships are detrimental to them. The family plays a key role in many aspects of life, especially in how adolescents interact with the opposite sex. Understanding the types of attachment styles, value systems, and attitudes towards love in adolescents based on mutual understanding of their needs can predict attitudes towards the opposite sex within the context of family relationships and interpersonal interactions.

The present research aims to investigate the effect of philosophy education on social problem solving and creativity of preschool children. The study is a quasi-experimental and conducted with pre- and post-test control group. The statistical population included preschool children of District 4 of Tehran. The sample consisted of 80 people who were selected in two-stage by random cluster sampling and were placed in two equal groups of experimental (40 subjects) and control (40 subjects). Torrance Diverted Thinking Test (1988) and Child Social Problem-Solving Test (2000) were administered as instruments. Both groups were evaluated in two stages of pre-test and post-test. Training sessions were conducted in 8 sessions, each with 45 minutes for the experimental group. Philosophy education was taught to children in all 8 sessions.  Data were analyzed using mean, standard deviation, and Multivariate Analysis of Variance by SPSS21. Results showed that Philosophy education had a significant effect on social problem solving of preschool children. The results also showed that Philosophy education had a significant effect on the creativity of preschool children (P≤0/05). According to ETA coefficient, the effect of education using the method of philosophical exploration circles on creativity (0.136) and on social problem-solving skills (0.079). Therefore, it is suggested that pre-school educators use this approach to develop social problem-solving abilities and enhance children's creativity.

The broadness of the description of Islam from thinking and reasoning, the opening up of a wide range of rational values, and the gradual teaching of rational values based on the learning of different ages and the application of a wide range of insight methods, in addition to the tenderness and behavioral methods for teaching of the children, reflects
the fundamental distinction of the Islamic model of intellectual and rational education (especially the philosophy of children) with secular patterns. This article, using a comparative approach and using descriptive - analytic method, explains and analyzes the fundamental differences between these two models of education. From Islamic point of view, firstly, Teaching thinking does not have any intimacy with the teaching of mental and philosophical concepts; secondly, the definition of Islam from intellectual education and its methods for wisdom is much broader than the teaching of philosophy; Finally, the Islamic model of intellectual development of children is based on educational laws and strict psychological principles and rules, which are expressed on the basis of the educational priorities of different ages in line with the growth curve. Therefore, rational
education in Islam will began indirectly from an early age, in the course of emotional, behavioral, and exploratory methods, proceeds in line with the growth curve, and such as science education, technology and belief reaches its peak in adolescence.

To investigate the effects of the community of inquiry method on critical thinking of students in media literacy (animation), an experiment was designed and conducted in Tehran among 8th-grade students in academic year 2014-2015. The research population was all sixth grade elementary school students in Tehran, among which 48 students were selected by cluster random sampling and were randomly assigned to two experimental and control groups. With 99% confidence, the findings showed that the participation of students in the community of inquiry affects their critical thinking skills. This effect was also significant on the skill of inductive reasoning, deductive reasoning, observational analysis of media messages, the power of trust, and hypothesis construction ability of student. Based on the findings of this study, it can be concluded that educational methods such as ‘community of inquiry’ that promote critical thinking, improve media literacy of students

In this paper, after studying the existing and significant approaches in ‘media literacy’ training, a novel educational program concerning ‘media literacy education’ is presented by combining the two training courses of ‘critical thinking’ (philosophy for children) with media knowledge and skills. In this program thinking skills training is based on discussion and community of inquiry, and it is also substructure of and prior to training media knowledge and. All these together provide ideal training media literacy. In order to examine the program proposed in this research, regarding teaching media literacy, the sample included three groups of fourth grade students, each group containing 11 students: the first group passed the critical thinking course and also media literacy course, the second group passed only the critical thinking course (not media literacy), and the last one passed none of the mentioned courses. They were evaluated through quantitative (a questionnaire based on Likert Spectrum) and qualitative (group discussion and qualitative content analysis of the discussion) methods. Based on the research results, the students who passed the two mentioned courses could decode the message more exact than could the two other groups (teaser about Cheetoz Chips). And the students who passed only the critical thinking course could decode more exact and principled than could the third group which did not pass any courses at all.