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

Understanding the process and conditions of the constitution of modern educational science during the cultural and social history of modern world has a key role in comprehending the nature of educational science, those mentalities and big ideas which govern it and its legacy for today's educational world. To reach that aim, this research studies the socio-cultural grounds of the formation and development of modern educational science by analyzing first-hand and second-hand historical resources about educational science and modern education across regions along the modern history, using historical-analytical method. Based on the findings of the research, six main grounds have been recognized as most effective in the formation of educational science and explained in detail and they are as follows: necessity of preparing new generation for the modern society and inefficiency of traditional institutions, educationalization of social problems, discovering childhood, psychologism (in education), schools and teacher training institutes and finally, the profession of teaching and professionalization of various educational occupations.

This article examines the necessities and challenges of indigenization of education in Iran and examines various aspects of it in the field of educational sciences.

Conceptual analysis and theoretical analogy have been used in this study.

In this approach, by separating different concepts in the discourse of indigenous educational sciences, four of the most important necessities of indigenization of educational sciences curriculum in Iran were identified and its most important challenges were identified as: 1) the difference of Islamic culture Persian with Western culture. 2) The lack of basic Islamic knowledge in the educational sciences. 3) Absence of native curricula for education. 4) Some Iranian intellectuals do not support localization of educational sciences.

An overview of the needs and a comprehensive analysis of the challenges of localizing the educational sciences shows that by avoiding any kind of extremes in indigenous knowledge and global knowledge, better and more effective decisions can be made in the face of opportunities and challenges.

This study aims to analyze the barriers to research activities and scientific production at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University from the perspective of faculty members.

This is an applied-descriptive survey with a scientometric approach. The statistical population included the faculty members of 10 educational departments at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University. The factor analysis was employed to determine and rank categories. The Cronbach’s alpha of the questionnaire was 0.94, and the findings were analyzed in SPSS and AMOS.

Identified as restrictive factors and research barriers, three important factors (with 78.04 of the total variance of scores) were above the eigenvalue of 3. Personal barriers included unfamiliarity with web search strategies (factor load = 0.895) when intra-academic barriers included specialized laboratories for faculty majors (factor load = 0.836). The extra-academic barriers included non-submission of papers in international journals because of sanctions (factor load = 0.898). Identified as the most important barriers to research, they gained the highest factor loads.

Lack of technological and research skills, lack of an appropriate research position nationwide, and weakness of academic research structure were identified as the barriers to research and scientific production from the perspective of faculty members at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University. For this purpose, the important items of each factor (personal, intra-academic, and extra-academic) were identified through the confirmatory factor analysis.

The issue of research recognizes the status of educational sciences in providing a system of need and satisfaction based on the -Islamic becoming philosophy-. This research is aimed at understanding and assessing the potential of Islamic becoming philosophy in the path to application.

  This qualitative research has been done by documentary method. The research plan is also a kind of emergent.

Given that the concepts of need and satisfaction are subjected to human behavior in the context of motivation-related concepts, we first briefly describe the relative position of educational science, in terms of the analysis of human behavior and movement, in the two areas of scientific sociology and psychology. . The next section of the study has been devoted to the introduction of the philosophical dimensions of the " becoming philosophy of Islam", using the initial limit of philosophy (the principality of the subject), as well as the three main issues of philosophy, namely, the relationship of unity and plurality, the relationship of time and place, and the relationship of discretion and consciousness. The definition of the need for the requirements as well as the initial rules for designing the system of need and satisfaction (systematization and leveling of needs as well as the mechanism of need and satisfaction) are based on the analysis of philosophy of human movement.

  Finally, the status of educational sciences as a subordinate subject to his complementary philosophy (philosophy of education) and as a supra-subject toward his applied levels (educational planning) was described in the presentation of the system of need and satisfaction, and the three main issues of the becoming philosophy of Islam as the three main issues of education in education, this philosophy emerged. In addition, the important achievements of this research can be noted that in this study, unlike the usual way that human movement and activity are analyzed in terms of its needs and powers as the cause of movement, the current and system of need and satisfaction under the rules The subject matter and the human movement have been analyzed so far and unprecedented, and it is possible to interpret the science of education derived from Islamic philosophy as analyzes of this (subject-based analyzes).