جستجوی مقالات مرتبط با کلیدواژه "آموزش" در نشریات گروه "فلسفه و کلام"

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.

A wisdom-based instructional design model was developed. This research-oriented model provides conditions for instructional designers to review and reconsider their assumptions, habits, and mental patterns in every educational design according to desirable learning dimensions. The goal is to create a learning model tailored to the specific situation and ideal conditions. The wisdom-based instructional design begins with the explanation and interpretation of the ideal human and continues with the elaboration of the realized human. Each stage is implemented using qualitative research methods, exploring sources that explain both the ideal and the realized human. The transformation of the realized human into the ideal human is then examined by comparing their characteristics, leading to a deduction of the changes needed to move from the realized human to the ideal one. Finally, the dimensions of wisdom-based instructional design are organized. In this study, the ideal human is defined as the wise human, and the elements of instructional design include the explanation and interpretation of wise learning dimensions (wisdom acquisition), the goals of wise learning, content production, the role and expertise of the teacher (wise practitioner) and student (wise learner), wise teaching methods (wisdom practice), and wise assessment and evaluation to achieve the wise human. This research represents the first attempt to design an educational model based on an indigenous approach, offering a novel perspective on learning dimensions. It diverges from all existing paradigms and approaches, as it is grounded in wisdom and supra-rationality, a fusion of mysticism and philosophical reasoning. The elements of instructional design are thus distinctly tailored to realize these unique learning dimensions.

The current research was carried out with the aim of investigating the use of a combined curriculum and the use of the reverse method in the courses of philosophy and logic.

The present research method is descriptive-analytical. The scope of research, documents and documents are valid.

The use of a hybrid program in philosophy and logic courses makes it possible to use technology to expand the physical boundaries of the classroom, access to learning content and resources should be provided, and the ability of instructors to receive feedback on the progress of learners should be improved, and in this way, the goals of the training courses could be better achieved. By using the reverse method and electronic learning, the principles and rules can be learned outside the classroom, and the classroom can be focused on the application of these sciences and doing exercises and projects. Of course, considering that one of the main influencing factors in the effectiveness of e-learning is the use of appropriate educational design methods to shape the teaching and learning environment; therefore, the teacher's role in this curriculum is an educational designer. A design that can create an attractive environment in the face-to-face and virtual classroom so that the audience can learn different subjects with interest.

The general conclusion of the research showed that the use of a combined program along with the reverse method, It empowers teachers and increases students' thinking skills, in such a way that they can apply the rules of logic and the views of different philosophers in understanding and solving different problems.

Criticizing the epistemological foundations of neoliberalism in education, this research was conducted from the perspective of Allameh Misbah Yazdi. The type of this research is qualitative and in order to achieve the goal of the research, two research methods were used: documentary analysis and research of Franken's practical inference, as well as criticism. The statistical community of the research included all works, writings and historical narratives related to the subject of neoliberalism in the field of education and epistemology of Islamic education. Based on the findings of the research, neoliberalism tries to cultivate people whose main characteristic is self-centeredness. In this subject, in appearance, they are free to manage their time and resources for the optimal realization of human capital in their existence, but the members of the education field enter a competitive and ambiguous environment, and their job security depends on compliance with continuous criteria and standards. But from the point of view of Islamic education and training, the most basic position of science is to prepare efficient, competent and skilled manpower in order to respond to the needs of society in various fields.

The purpose of the current research is to analyze the researches on the use of virtual reality in teaching and learning based on the concepts of post-phenomenology. To achieve this goal, a descriptive-analytical method has been used. Emphasizing on the most important concepts of post-phenomenology, articles on the use of virtual reality in education and learning between 2017 and 2022 were analyzed. The findings of the research in the field of virtual reality mediation in relation to the learner and the learning environment showed that among the relationships described in post-phenomenology, most of them are related to background and immersion and hermeneutic relationship, embodiment and alterity are in the next ranks. In the field of multiple applications of virtual reality technology, in the order of teaching, interaction, evaluation and motivation, it has been considered in the conducted researches. In the field of incremental structures of technology (what technology gives us), interaction and immersion, motivation, deep learning and participation can be dominant in researches, and in the field of decreasing structures of technology (what technology takes from us) in researches Such as high cost, insufficient reality, human communication, high cognitive load and losses for human health have been considered. Finally, it was suggested; so that the way of changing the experience and perception of the learners during the application of virtual reality in education and learning is investigated more closely, so that the dimensions and hidden angles of the technology are revealed for the policy makers and educational technology designers. On the other hand, it can be said that the results of this practice can help improve the quality of technology-based learning.

Journalism is a profession in which ethical principles play a prominent role. Therefore, this observance of these principles should be considered in its education. The aim of the current research is to explain the challenges of journalism education in order to institutionalize ethical principles in the country's universities.               

The current research is applied in terms of purpose and mixed research method (qualitative-quantitative). The statistical population in the qualitative part is journalists and university professors with more than 5 years of work experience, and in the quantitative part, the final year journalism students of the country's universities. The non-probability qualitative sampling method is targeted and the quantitative sampling method is census. The tool for collecting information is an interview in the qualitative part and a questionnaire in the quantitative part. In order to analyze the data and draw the model, the thematic analysis was done in the qualitative part and structural equation modeling was done in the quantitative part, and Excel, SPSS and Laserl software were used.

The findings of this research showed that about 70% of the challenges of journalism education in Iranian universities are, in order of importance, related to the way of accepting students, the lack of facilities and equipment of universities, the security of society and the media, and the weakness of ethics in the country's journalism industry. About 30% of the other challenges are the lack of specialization in academic journalism, the weak connection between the university and the media for internships, the lack of attention to ethics in the process of accepting professors, the impossibility of knowing the field before entering the university, the lack of attention to student skills, and the lack of attention of the Ministry of Science to the infrastructure of universities.

Ethical principles play a very prominent role in the field of journalism. Therefore, it is necessary to pay attention to this category in the way of teaching students.

Teaching and researching the philosophy of religion in Iran has faced many challenges and obstacles for three or four decades up to now. Some of them are as follows: 1. Atheistic, western, and Christian backgrounds of the philosophy of religion have caused a kind of pessimism in Iranian religious society. 2. No restraint of philosophy of religion towards theological presuppositions of Islamic tradition that has led to critical approaches to teachings of Islamic tradition, meantime, worries of some religious scholars concerning spreading disbelieving in the result of developing the philosophy of religion due to the role of its rational debates and taking critical or meta-religious approach to religion, has its special importance. 3. Low levels of people’s religious knowledge and dominance of imitation aspect of religious beliefs that are led to more vulnerability of their religiosity due to developing a philosophical approach to religion. 4. Theological presuppositions of religious scholars that have been prevented from welcoming to philosophical approach to religion. 5. Dominance of an exclusivistic approach to our religious tradition has led to deny the merits of other religious traditions that can be possible based on the philosophical study of religion. 6. Historical dominance of jurisprudential approach in Islamic tradition and religiosity that has been caused by the negligence of philosophical and rational approach to religion and to reinforcing imitation of it. The result of the mentioned obstacles is the slow development of the philosophy of religion and its thinkers to many problems and challenges regarding teaching and doing research. Should be added to these obstacles the dangers resulted from misunderstanding some subjects and questions of the philosophy of religion which led to some religious deviations and striking people’s religiosity. There are some ways to remove such obstacles. The best is to separate the theological approach to religion from the philosophical one.

In this study, the purpose is to explain John Dewey's views on the connection between theory and practice in the democratic society. According to him this aim can be achieved through education. Criticizing the dualities in the history of philosophy, Dewey considers the mission of philosophy not only in discovering the relations between the world and the mystery of the world, but its mission includes how to control and correct the world too. The task of philosophy is to study social conflicts through thinking and resolving these conflicts. He seeks to formulate philosophy in line with the principles of democratic life and to prepare citizens for a democratic society while reconciling opinion and practice. For Dewey as a pragmatist, the concept of democracy is not merely a political concept. For a pragmatist, redesigning the overall form of society in which different people live is a necessity of a democratic society. In this form, the pervasive interaction of community members with each other through social experiences and in some way which leads to social continuity is emphasized. According to Dewey, the realization of this meaning is possible through education and in this way, the possibility of for all members of the community to grow and members of the community to achieve problem-solving skills and the critical thinking method reaches a desirable level of intellectual maturity. Therefore, Dewey, on the one hand, seeks to solve life's problems and social incompatibilities through philosophy, and on the other hand, considers democracy to be the best way of life; With a pragmatic approach, he is trying to draw the desired democratic society in such a way that the element of education in the individual of the society creates the ability to solve problems in the members of the society and provides the possibility of their participation in the mechanism of the society, solving current problems and social conflicts.

One of the emerging fields of study in recent years is business ethics education. Research in this field is very limited and needs more attention and study to identify goals, dimensions, components and also the factors affecting it. This study examines what dimensions are considered in business ethics education and what elements are considered to be effective by different researchers.

The present study is descriptive and in terms of purpose, it is an applied study that has been done in a systematic review method. Its statistical population includes all studies in the field of business ethics education in Scopus database from the beginning of publication until 2020 and includes 832 researches, in which 51 articles were selected as a sample. The coding was performed using MAXQDA 10 and the results were analyzed using the Whetten framework

The failure to transfer the teachings of business ethics courses to the real environment and the lack of theory and model in this field is one of the most important research gaps, one of the main factors is the lack of attention to the context in business ethics education.

Theoretical participation of this study includes a better understanding of goals, dimensions and components as well as factors affecting business ethics, especially in the field of education. This, along with the study gap, can be used as a practical contribution to the development of lesson plans and content for business ethics courses.

The current research is intended to study the issue of teaching philosophical thought and identify its components in “Kitab al-Elm” and “Kitab al-Tafakur” from Ghazali’s Ahya ul-Olum al-Din. The data are collected through note-taking from related resources and analyzed through the descriptive-analytical method. It was found that, contrary to the popular assumption, Ghazali accepts the philosophical thought that is rooted in examination and research and is blended with skills such as reasoning, analysis, synthesis, and deduction. Therefore, in “Kitab al-Elm” and “Kitab al-Tafakur” this scholar has offered some conditions for teaching and learning which endorse the aforesaid stance and is proved efficient in acquiring those types of knowledge that are explicitly or cooperatively obtained. Classifying these conditions revealed that three categories of mental and intrapersonal skills, interpersonal or interactive skills and inquiry-based skills as well as some major components involving “dialogue”, “interaction”, “inquiry”, “interpersonal relationship”, “effective relationship”, “sympathy”, “scaffolding” and “self-correction” are involved in teaching philosophical thought. Identifying these components and blending them with newly developed curriculums, paves the way for employing them in new education and syllabus and uncovers the hidden capacities inherent in the views of Muslim scholars about education.

Combined education means the relationship between educational content with each other, as well as the learner’s environment. the present survey aims at studying the Combined education curriculum in academic Islamic Thought Books ( 1 and 2)

This research is conducted using a library method with a descriptive, explanatory and interdisciplinary approach.

the results of the article indicate that for almost a century, the experience of using combined education has been present at modern educational institutes. This educational paradigm is founded on coherence and integration of the existence of human beings. It, accordingly, believes in a higher ability for the brain to learn related content.

The intellectual basis, experiences, and achievement obtained through the usage of this curriculum paradigm require that it should be viewed as one of the most significant needs in the formulation of textbooks. The educational content of the Islamic Education Group at universities is no exception. The author, hence, has taken a few steps to do this by writing Islamic Thought Books 1 and Islamic Thought Books 2. The present article outlines part of the work done in this direction.

Man is the main axis of the educational system Therefore, recognizing and addressing its various dimensions from a meta-sensory perspective can play an important role in improving the components of the educational system, such as the principles of methods and goals of education. For this purpose, the present article first examines the capacities of intensification science in transcendent wisdom and presents a new scientology. The theory of intensity science, by emphasizing the real connection between man and existence and truth, and adding interpretation as a method, introduces a wider field of science that not only does not contradict the size of tools and methods, but also includes everyone. One of the goals of this science is to develop the student's understanding and to formalize multiple understandings of a single truth in a way that does not lead to skepticism and relativity. But the implementation of such science in the educational system requires the use of appropriate methods to achieve the goals of the science of intensity, which is discussed in this article.

The purpose of this study is to investigate the type and quality of understanding of God in elementary and preschool children. A review of the research background showed that so far little research has been done in this field in Iran. To achieve this goal, qualitative research with an integrated approach was used. The target population of this study was all primary and preschool male students in Chadegan city and the sample size was 42 people from this population who were selected by purposive sampling method. Qualitative data collection methods included interviewing the children, interviewing experienced teachers, and analyzing the children's drawings. The content analysis method was used to analyze the data. The results show that children have different knowledge of God according to the stages of Piaget's cognitive development and according to the characteristics of each stage. To have a comprehensive understanding of children's knowledge of God, topics such as the prophets, the Qur'an, prayers, and a large number of issues related to God have also been investigated. Findings indicate that children first get familiar with concepts that have objective and tangible examples. As their minds grow and become more powerful they know and understand more abstract concepts. Other religious concepts, such as the concepts of God, resurrection, prophet, prayer, Hajj, prayer, and miracle, like other concepts, follow the general rule of formation of concepts in the child's mind. Having this point in mind, we must adjust religious education, like other education, in accordance with their mental capacities.

The present article studies the teaching model of Martin Heidegger, as one of the most effective existential philosophers of the 20th century. Heidegger defines the teaching process as a herald of "giving opportunity for learning" and considers it necessary and at the same time difficult for the teacher to learn how to give this opportunity. Therefore, in this article, focusing on the above definition, after stating the requirements of teaching and clarifying the concept of learning in Heidegger's thought, we will analyze how to allow and examine its dimensions and stages according to Heidegger's teaching model. By studying and examining Heidegger's various works, especially the phenomenal examination of his teaching model, we will see in this article that: First, in his intellectual and educational system, he tried to provide a new definition of teaching and learning, which is completely separate from the intellectual tradition of his time and it is alien and at the same time in harmony with his own thought. Secondly, he considers teaching to have different dimensions and phenomenal stages, neglecting which will make the teaching process sterile. Among these different dimensions and stages, the following topics have been considered in this research: the interactive process of learning, the topic of interest, existential encounter, creating enthusiasm, listening, leaving the familiar territory, questioning and leaping.

Thomas de Conanque is a contemporary Canadian philosopher who has published many books and treatises and has done a lot of research in the field of philosophy. What is important for De Koninck is to preserve human dignity in any field and any position. According to him, it is important, above all else, is the preservation of human value in every field, from medicine, economics, and politics to education. Many other philosophers and writers such as Aristotle, Plato, Hegel, Saint-Exupéry and Shakespeare are among the guides of De Koninck in the formation and dissemination of his philosophical ideas. He also conducts research in understanding the philosophy of education, especially about children and adolescents. What this philosopher shows us is that the philosophy of education is not only related to the present and the 21st century, but since the ancient Greek, there has been thought and investigation in this matter and it has been necessary; But it should not be forgotten that it has always been changing and the surrounding environment has challenged it many times. Multiple phenomenes are involved in the philosophy of education. From human body and biology to his soul and emotions. Also, there are various tools to teach science as best as possible, such as music or literature. In this research, an attempt is made to understand the ideas of this contemporary philosopher about the philosophy of education, to find out how to provide a deeper, more stable and more useful education.

Most theories of religious science in Iran, not only try to realize the practical compatibility of science and religion, but also seek to apply religious theses in (natural and social) sciences and their education. The purpose of this paper is to analyze the "application of religious science in (natural) science education", which is under the broader problem called the "realizability of religious science theories". in order to analyze and study the problem in more detail, three theses (suggestions) are proposed at the beginning: First, the religious science education is a nonsense ideal and impossible. Second, instead of Religious Science education we must talk of religious education of science. Third, religious education of science is itself a paradox. these theses analytically have examined based on religious science theories, as well as goals, structure and nature of science education approaches. This study shows that religious science education in the current situation and due to the lack of a religious model for science, although not in principle meaningless and impossible, but an ideal (not in the sense of unattainable). Instead, religious education of science is possible and realizable. However according to the standard goals of current science education, biased and dogmatic approach to religion leads to paradoxical "religious education of science" construct. Thus, the problem of "application of religious science theories in science education", not only tied to several other problems, but also it can be reduced to them, And the more accurate answer to the problem is rely on the solutions to those associated problems.

By paying attention to the correspondence between the levels of existence and the levels of perception in Suhrawardi's thought, a new definition of science can be presented, the validity of which is generally different from other theories in the field of knowledge. In the school of enlightenment, "intuition" is considered as a great support for understanding the deep degrees of truth, which can be achieved through the world of imagination and the promotion of the realm of human enlightenment. The present article intends to study the coordinates of this type of scientology in the wisdom of illumination with a descriptive-analytical method, and through this it can explain its educational results in accordance with the results of this research "Gradual evolution" The degree of "perception" and, consequently, the "recognition of different understandings of a single truth" in such a way that it does not lead to skepticism and reprehensible relativism. There are two main consequences of the theory of intensity science, the realization of which depends on the implementation of the definition and dimensions of the theory of intensity science and the adoption of appropriate solutions in the educational system; Therefore, it seems that the vast capacity of the wisdom of enlightenment in inferring the various dimensions of education and improving the components of the educational system, such as the principles, results and strategies of education, is undeniable.

Correspondence education is one of the methods of education which is followed in certain critical conditions during which students are not able to attend the classes and both teachers and students are asked to form certain virtual groups to hold classes. This method has the following merits: the rise of the self- control of students, restriction of the students to time, the rise of responsibility of students, and the expediting the efficiency and teaching. Apart from the merits of virtual education there are some demerits as well such as: internet addiction of the students, lack of confidence in learning, lack of control over home works by teachers, and inaccessibility of internet facilities in certain times and regions. To improve virtual teaching we have to take the followings steps: television should involve in virtual teaching, valid teaching systems should be used, standard questions should be sorted out, and family internet information should be promoted. The present work aims at detecting problems of virtual teachings and suggesting solutions in Iran particularly in poor regions. The method of this work is based on library and field work. After expressing the demerits and merits of e-learning, provide readers with solutions to increase the quality of e-learning and human relations in the current situations.

The present paper aims to evaluate Augustine's view of education and its affinities with language in teacher talk. It accomplishes its aim by proposing three teaching models based on recollection, ostension, and illumination. Adopting a descriptive-inferential research method, the article first describes Augustine's view on the role of language and word in education and then discusses its implications for the method of teaching. According to Augustine, education, in its normal sense, begins with a focus on the use of words as indicators of reality, but, in later stages, it has to move from the verbal signs to the reality behind them as the primary purpose of teaching. The study shows that, based on Augustine's view in the illumination model, teaching and learning occur not through language but through internal understanding and some kind of insight and illumination. In fact, from Augustine's point of view,