جستجوی مقالات مرتبط با کلیدواژه « آموزش و پرورش » در نشریات گروه « فلسفه و کلام »

This article aims to analyze Descartes' opinions and their implications in the field of education. In general, by using search engines and internet sites Google Scholar, Civilica, Mag Iran, Normagz, Scientific Information Database of Academic Jihad (SID), Irandak using the main keywords of this research including; Descartes, educational opinions, education and educational implications were investigated. The study population of this research included 36 articles, books and research reports, which were selected and analyzed with the purposeful sampling method. The findings presented in the results section were obtained from the total information obtained after removing duplicate cases and merging some cases.The study of these sources showed that the educational opinions of this eminent philosopher and thinker had a fundamental impact on the thinking and attitude of the people of the world and have the ability to adapt to the current educational goals and principles. Considering the necessity of using contemporary and ancient educational ideas and issues and using them in operational and executive programs of schools, it is necessary to take advantage of the valuable experiences of education and training at the world level and in order to localize goals and programs according to Upstream documents, necessary actions should be taken.

The purpose of this study was to investigate the analytical explanation of the components of religious education from the perspective of the document of fundamental transformation of education.

The method used was analytical quality and content analysis method. Definition and explanation of religious education and its limits and limitations and explanation of the components of religious education were introduced in the above document and the components were presented in 10 categories.  

The research findings showed that the categories include knowledge component, belief and intellectual component, intrinsic motivation component, religious feeling component, internal experience component, innate tendency component, internal commitment component, action component, religious empowerment component and will and authority component. From the point of view of authors and authoritative religious sources and related articles, and in the second stage from the perspective, the theoretical foundations of fundamental change were discussed, as well as the position and role of religious education from the perspective of the main subsystems in the document.

The results showed that they pay special attention to the category of religious education and the field of religious, devotional and moral education was proposed as the foundation of other fields and it was proved that all 10 components were paid special attention in the document of fundamental change and its theoretical foundations. Also, in the study of the main subsystems, significant aspects of religious education were revealed.

Educational system in each society is basis for practicing moral principles and enriching the culture and teachers are ethical role models for the next generation.  The main purpose of this study is analyzing the factors related to professional ethics of teachers with regard to the leadership style of principals of girlschr('39') elementary schools in the fourth district of Tehran.

The present study was a descriptive correlational study. The statistical population of all teachers and principals of girlschr('39') primary schools in District 4 of Tehran in the academic year of 2019-2020 was 800. The statistical sample was selected using stratified random sampling method and 260 people based on Cochranchr('39')s formula. The tool was a standard questionnaire. Statistical analysis was performed using structural equation method using SPSS software version 3 and Smart-Pls software.

The regression coefficient of transformational leadership style of educational managers with professional ethics of teachers is 0.79 and its significance level is less than 0.05. Also, the regression coefficient of interactive leadership style (trader) of educational managers with teacherschr('39') professional ethics is 0.103 and the significance level is 0.03. The regression coefficient of leadership style of educational managers is 0.05 with a significance level of 0.132.

Transformational leadership and communication (trading) leadership styles of educational administrators have a significant positive relationship with the professional ethics of primary school teachers in the fourth district of Tehran. While the leadership style of Bari in any way has no significant relationship with the professional ethics of primary school teachers in district 4 of Tehran.

One of the key elements that can play an important role in improving education system trends and programs. The current dimensions of professional ethics among the members of these organizations, with understanding this important the purpose of this study was to design and explain the components of professional ethics.

The research method is descriptive and research is a survey. The statistical population included all the teachers of education in West Azarbaijan province, 356 teachers were selected by stratified random sampling, proportional to the size of each class. For data collection a researcher-made questionnaire was used. The collected data were analyzed using SPSS statistical software through confirmatory factor analysis and Friedman analyzed.

The results of the study showed that The components of respect for colleagues honor, special competence, pedagogical competence, studentschr('39') growth and development, student secrets, unbiased assessment (professional interaction) with students, performing the correct assessment of students, respecting officials and organizations, the way to deal with sensitive subjects and the promotion of the scientific personality and the development of self-esteem was approved in the context of the elaboration of professional ethics.

As a result, in order to develop professional ethics among teachers, we can pay attention to the components of professional ethics that have been approved in this research.

In the recent years, while scientific production and the number of high educational institutes have been increased in Iran, the spreading of immoral behaviors in conducting research has been threatening all of the research-driven institutions, in particular, department for curriculum studies and educational innovations, as a part of the research institute for education. This study was conducted in order to formulate ethics in research of department for curriculum studies and educational innovations. This essay was done through a Qualitative approach by focused group discussions and face to face interviews. The collected date from focused group discussions sessions was analyzed by thematic content analysis method. The analysis led to two core categories including the researcher’s ethical personality and ethical principles of research. The former consists of humility, patience, cultural sensitivity, and collaboration. The latter has nine subcategories including the benefits of research, academic integrity, observing the colleague rights, observing the rights of participants, avoid of plagiarism, publication of obtained data, writing the report in a simple way, critic’s acceptance and scientific criticism. In conclusion, the obtained date by this research is able to play a role in making moral decisions regarding research and creating a confident and respectful atmosphere among the institution users. Furthermore, it has the capability to be used as a base for further discussions and also developing the culture of ethical personality

Paying attention to the social aspects of education is one of the main tasks of curricula, and paying attention to the theoretical foundations of the social sciences can help curriculum planners to strengthen their curriculum. Functionalization theory is one of the most popular theories in this field, and it raises the question of what do these theories mean for curricula. Inferential reasoning method has been used in this study. The research findings generally show that functionalization basically rejects the separation of school from the fabric of society and emphasizes the readiness of students to participate in society. The research findings can be concluded that functionalization, in particular, for each element of the curriculum, including the teacher, the learner, the teaching-learning methods, assessment, and educational content, has specific functions that has strong relationship with society.

Professional ethics is a branch of applied ethics that is necessary for new societies. ‎‏ ‏The aim of this study is to predict the components of professional ‎ethics of staffs based on the ‎use of satellite networks and the Internet.‎ The research method was descriptive-correlation. Statistical population included ‎all employees of education departments in Chaharmahal-e-Bakhtiari Province in 2016 - 2017 (N=895). Using random cluster sample and sampling, 268 samples ‎were selected. A researcher-made questionnaire was used to collect information that their ‎Cronbach's alpha coefficient, 0/92, 0/89 and 0/91 respectively. Validity of questionnaire was based on the experts confirmation and construct validity was based on the factorial analaysis. ‎Information obtained in this study were analyzed using descriptive statistics and inferential ‎statistics.‎ The results showed that there is a significant relationship between the use of satellites and professional ethics. There is a negative significant relationship between internet use and ‎professional ethics of staff.‎ As employees of the satellite and the internet increases, their professional ethics will be decreased in their office.‎

The authors of the present article intend to define Farabi's Justice epistemological necessities to denote the educational justice implications in educational system of Iran. The method of the research is conceptual analysis and inductive reasoning. The results of the survey indicate that epistemological analysis of Justice in Farabi, s view denotes innate justice seeking of human being, to care the competences and meritocracy, sagacity and friendship to actualize educational justice in educational system. There are also some obtained gouls as follow:to make a just society; to maintain the human perfection ; moral virtues; talents and individual competences ; fair distribution ; equal opportunities ,… . The authors of the paper conclude that epistemological analysis of Justice in Farabi, s view is able to actualize the Islamic education and training and educational justice.

In the course of the eruption of turbulent events in certain societies, only those people can resist and overcome the new problems, and even proceed to benefit from its opportunities that knowingly try to involve themselves collectively in understanding, analyzing and solving the problems. Such cooperation with themselves and others pertains, more than ever, to a cultural issue that should reside in one’s life. The present work, with a philosophical emphasis on the concept of friendship, seeks to prove that our education in present and future situation should draw its attention to this issue. To this end, after separating the ideal state from the existing state, friendship should be introduced as a kind of management of the society in an existing concrete way. Finally, this method should be generalized on the whole of educational system of the country ranging from the kindergartens to the universities.

Each society is formed with organizations that promote the community toward growth and development based on its own responsibilities and functions. These functions can be discussed in political, social, economic and cultural areas. Social organizations can play their role best when they act in a systematic spotlight, considering the functions and responsibilities of their ow organizations. The present paper seeks at exploring the functions and responsibilities of each of these social organization independently, and analyzes their roles in interaction with each other in order to manifest a religious society. In case a society is moving toward the manifestation of the divine purposes, the macro politics in that society must be formed in a way that by religiously educating the people, it moves toward monasticism and the ultimate goal of a society that is nearness to God would be met. The findings show that each organization based on its responsibility does a part of the duties in a society. A society is aligned in the true path of success and it is away from the internal and external harms once organizations are in complete agreement and harmony and they do the responsibilities in a society harmoniously. This is a descriptive-analytic paper.

Globalization is an inevitable trend that has commenced since the 19th century and nowadays it is one of the most controversial topics in the world; a phenomenon that plays a critical role in economic, social and cultural decisions and activities of people and has minimized the borders. Primarily, this process has been successful in the area of economy and gradually has been extended to the other areas. However, some believe that globalization has destructed the cultural identity and native cultures and others decline this belief and claim that globalization in its nature maintains and strengthens the culture. This study aims at analyzing the process of globalization, culture and its effect on the cultural identity and education and training in six cultural issues: the features of globalization, globalization and the emergence of multiple identities, cultural identity crisis and its harms, cultural globalization`s common threats and opportunities, the views of pros and cons of education and training globalization, education and training globalization`s common threats and opportunities.

The teaching of philosophy at the three standard levels (cognitive, affective, and motor) at schools has only been limited to the first level. In fact, it has rarely ever had a tendency to progress to higher levels and only relies on memorization. Moreover, it abounds in teaching the history of different schools of philosophy. However, the new method of teaching philosophy seems to advocate the promotion of philosophizing and thinking on the part of students so that, in addition to learning the best ways in this regard, they manage to perceive the fundamental problems of life. Moreover, the new method, through following a researchoriented approach and reinforcing creative thinking, helps the children to form some insights and views the internalization of which would enable them to employ some rational and constructive strategies and tendencies in life. The present paper deals with the most important dimensions and strategies which contribute to the stability of such methods. Some of them include paying attention to writing dialogs and dialogorientedness, question-orientedness and the development of a critical mind, situationalism and necessity, process-orientedness and development of intellectual abilities, problem-orientedness and practicing problem-solving, pragmatism and modernity, and efficiency and effectiveness. Unfortunately, the teaching of philosophy in Iran does not seem to employ such strategies.

Public order is one of the important subjects in the field of education. This is because order and discipline play a crucial role in human life, and teachers should try to plant the seeds of knowledge, faith, piety, and discipline in the students’ prepared and fertile minds in order to harvest the fruit of righteous human beings. The educational teachings and recommendations of religious leaders concerning the correct training of children indicate that the teaching of order and discipline demands particular attention. Given the fact that the Fundamental Reform Document of Education functions as a map for the educational methods and directions of the country, it is of prime importance to investigate it by paying attention to the different components of public order. Therefore, the present paper addresses these components through a content analysis of the studies related to public order in the Holy Qur’an. Having described the principles of public order, the authors analyze and explore it with regard to the solutions suggested in the Fundamental Reform Document of Education. The components of public order in the Qur’an are: cooperation, council, fulfillment of obligation, security, and forbidding injustice. In the solutions proposed in the Document, more attention has been paid to the first three components while the fourth and fifth are almost neglected.

“Mohammad Naquib al-Ataas” is one of the proponents and theorists in Islamization of knowledge. For him، explicating the realization process of Islamic sciences does not merely include refinement and completion of the existing sciences، but a phase of producing new sciences based on Islamic principles needs to be added، too. Illustrating on the realization process of Islamic sciences from Ataas’ viewpoint، the paper has studied some problems raised on his viewpoint including lack of explanation on reality of religious propositions، unacceptance of the Islamized sciences by the scientific communities، incompatibility of the produced sciences، and dichotomy of science. To the authors، methodological weaknesses، taking steps within the rival’s paradigm methodology، and inefficiency are some shortcomings of this theory.

Living in today’s world of new, diverse, and complicated phenomena inevitably demands certain types of knowledge, abilities, and facilities. Here, our teenagers need a delightful environment for living a happy life. Now that most houses in cities have turned into small apartments lacking any kind of play areas, the least we can do in order to provide for their physical and mental health is to create a happy and joyful atmosphere at schools. By creating appropriate spaces at schools we can contribute significantly to our children’s living a happy life. In order to actualize the idea of having a happy school environment, the views of the authorities in the training and educational system must undergo serious changes. In fact, creating a happy school environment demands our attention to both external and spiritual dimensions of this idea. The present paper initially deals with the meaning of being happy according to Islam and psychologists. Then it examines the problem from the point of view of the training and education system. Finally, the writer presents some appropriate strategies and suggestions for creating a happy and joyful school environment.

This study aims to investigate the role of religious teachings in individual and social health and the effect of religion on different aspect s of life and the ideas of Islamic and western scientists on the issue is discussed. The method in this research is document analyses. The results of the survey shows the effectiveness of the religion on health including healthy behaviors، improving life style and immunity of the body against diseases and infections. To expand the definitions and intensive role of religion in a healthy society the article also refers to integrity and social control of a religious community and consequently considerable reduction in undesired behaviors. The author of the paper concludes that there is a positive relationship between different aspects of the religion and physical، spiritual and social health. religious believes leads toward perfection and transcendence and on the whole physical، spiritual and social health.

The formal education system includes: a) primary school, high school and high education; b) preschool; c) special education; d) professional, technical and occupational education; e) adult education. There are also informal and qualitative courses alongside with formal courses which aim at preparing those individuals who do not need to take an entrance exam for entering the higher education system. In fact, education systems in different countries make use of these methods. In this regard, the present article describes the education system of Austria.This article aims at familiarity with education system in Austria to review its strong points; thus the authorities and planners of education system in our country can make use of the experiences in the education system of that country. Naturally, the research system will be descriptive and documentary.

The word philosophy which was once an equivalent to science, has now found a more limited range of meaning, but has become as much more basic and fundamental. Philosophy looks at the world as a whole and its nature is expressed in terms of six concepts: independent of content, rationality, wisdom, being practical, universality and critical structure; by contrast, science includes such disciplines which makes use of the method of empirical generalization and are based on observation, experiment, report and measurement for the discovery of facts.In the present system of education, the various lessons are so arranged that a whole bulk of general information is conveyed to children and by taking example from industrial societies and under the influence of Joun Piaget’ theories, this system has confied children to the objective knowledge of things, but as we know the empirical science is unable in providing skill in effective thinking. Philosophical thinking is more efficacious in teaching how to think and in acquiring necessary skills in solving daily problems for children, but in philosophy for children this difference does not bring it about that philosophy and science adopt an irreconcilable approach but they should help each other in showing the way of rational skills for children.

This paper is trying to shed some light on reasons behind failure of religious training system for new generation of the Iranian schoolchildren. Discovering weaknesses of that system is a genuine wish of most religious people. Weaknesses nagging religious education and training system can be found in basics, principles, contents, methods and tools. The present paper will first review major concepts before focusing on the last two categories of weaknesses.Major harmful methods include: monotonous and passive education; lack of skill; teaching religion through commands rather than analysis and thinking; ignoring the useful method of argument and respect for opposite views; using exotic stereotypes; limiting training to direct, superficial and discontinuous methods; and insufficiencies in models.Out of harmful tools, we will focus on the distance between arts and religion and harmful expression.