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

The aim of this research is to define the quiddity of indigenized philosophy of education, also indicators of indigenization of philosophy of education in Iran, are identified and validated, finally all philosophy of education doctoral dissertations in Tehran universities during 2017 and 2018 are evaluated from the point of view of the indigenization.

In this research 16 theses are checked out by using descriptive- analytical method to find out if they are indigenized and if they are responding to needs in our society or not? For this purpose, at first related indicators were identified by using grounded theory method, then they were validated by Delphi method. In this step 9 indicators were confirmed. At last all 16 theses were evaluated from the point of view of the indigenization.

Findings show that only 5 indicators are fully observed which are utilizing the human scientific heritage as much as possible, meeting needs, wise commentary, being innovative and to be reasoned. Being critical is almost considered but taking advantage of the Iranian-Islamic scientific heritage, reconstruction of Iranian-Islamic scientific heritage and correction of epistemic sources, are not noticed enough. It is necessary to point out that only 31/25% of theses are indigenizing philosophy of education in Iran completely and others do not pay attention to it.

The authors of the survey conclude that unfortunately indigenization of philosophy of education is not payed attention in this field’s theses. This matter causes waste of financial and human capital, in addition it is a big obstacle to achieve the aim of indigenization of educational science and humanities in Iran. This issue is worth pondering.

Regarding the principle of ethical relativity in different societies, the time and place of damage assessment are two independent factors in determining the amount of damage; a bunch of damages are related from the angles of the factor of time, moment, and time. Like the damage caused by the failure to get the value of the subject of the commitment, in the committed asset, which is, in fact, the time merely to distinguish a price from the price values of a commitment within a time interval, Another category is the loss of a period of time, in which the damage is an abnormal phenomenon of morality. For example, in view of the different moral interest in money-making, to determine the interest of the money or the interests of the Lords, when is the origin of the time of the evaluation of interest and benefits; In terms of the factor of time in Iranian law, by looking at the abnormal phenomenon of usurpation, from the point of view of ethical jurisprudents and legal value lawyers, there are various criteria that have different effects. The most appropriate moral time to pay damages is Umm al-Dawa, and in terms of location, location, loss; In UAE's law, the moral time of the damage assessment, the time of the incident or the arrival of the damage and the place of damage assessment, the place of delivery of the goods, the conclusion of the contract and the residence is committed; In the International Convention on the International Sale of Goods, various indicators, such as the time of conclusion of the contract, the reasonable period leading to the termination of the contract, is the common ethical customs of the time for the termination of the contract, which is based on the basis of calculation and evaluation. From the point of view of the place of evaluation, with a morphological look, the place of delivery of the goods is the most appropriate place compatible with the spirit of the provisions of the Convention.

The present study aims to determine the effective institutional related factors on the efficacy of general courses in Islamic Thoughts faculty from Islamic Azad university students’ point of view.
The nature of this study is applied research and the method is descriptive. Participants are all students in 94-95 in second semester in the 3 college: Human Sciences, Technical Engineering and nursing in Dezfoul Azad University. They are6262 students whom 395 are selected by proportionate stratified sampling. Data analysis was done by descriptive and inferential statistics.
Dezfoul Azad university students evaluated Islamic Thought faculty desirable in the "framework and content of the courses" and "execution of the courses" but undesirable in the "management of its schedules" and Islamic thought faculty in general.
Islamic Thought Department of Dezfoul needs to empower this department by pursuing suitable policies (like using faculty members, holding forums, powerful management staff and etc).

Like academic evaluation, educational evaluation is an important issue that must be mastered on all teaching-learning activities. It must be used in order to recognize the compatibility of the process of learning with the learning aim. This article seeks to recognize the appropriate methods in educational evaluations. Using a descriptive-analytical and a library-theoretical-based method, this paper was done by using the educational experiences of the researchers. The findings show that 14 appropriate evaluation methods are presented for educational teaching purposes. Formal and informal teachers can use these methods to evaluate learners and they can also realize how the taught values are internalized. Therefore, they can understand if their method was successful so that the grounds for rethinking about the values or learning –teaching stages would be prepared.

The purpose of the study Evaluate adaptation teaching-learning methods used by Professors with islamic moral curriculum objectives, and was reaserch method combined (quantitative and qualitative). The statistical opulation 273 students and statistical sampie 157 students were selected by Stratified random method. For collecting data used Questionnaire containing 48 questions to assess student's views with reliability 972/0, Teaching observation form with 47 questions with the reliability of the 0.094, Analysis 178 exams and Interviews with professors of Islamic moral. data analysis using with descriptive statistics and t-test in SPSS software and qualitative analysis showed: From the, students perspective teaching- learn methods taken to work in teaching this lesson at the with objectives cognitive, emotional and behavioral alignment is low. Results from the Views indicate alignment with the goals of this course is the relationship between faculty members and students at all levels of cognitive, emotional and behavioral. But the process of instruction, their use of appropriate teaching strategies, and methods used in the teaching process as an essential component of teaching and learning methods in line with the objectives of this course is teaching at the cognitive, affective and does not behave. The prevailing of teaching method was explanation. Did not evaluation methods used in the evaluation of student's academic achievement in line with the levels of the course objectives in cognitive, emotional and behavioral did not.

The present study seeks to evaluate students viewpoints about the Islamic ethics syllabus covered at universities. The research method was descriptive survey and the statistical population consisted of 273 Islamic Azad University of Qom BA students who passed the Islamic ethics course in the second semester at 1393-1394. The research findings showed that 1. The needs considered in defining the objectives of the Islamic ethics course at universities cover the individual and social needs of an Islamic community to an average degree and the objectives and needs considered in this course slightly overlap. 2. Teaching and learning methods used in teaching Islamic ethics are not very consistent with the course objectives in cognitive, emotional and behavioral levels. 3. Evaluation methods used for assessing the student's progress in Islamic ethics are not in line with the objectives of the course at the cognitive, emotional and behavioral levels. 4. Students’ access to the objectives of the course at the cognitive, emotional and behavioral levels is not satisfactory; it is concluded from the results that increasing the efficacy of the Islamic ethics course at universities requires a syllabus based on a realistic need analysis, an integrative problem-oriented and goal-oriented approach and the upgradation of the professional skills of the lecturers.

The purpose of this survey is to match the intended curriculum, implemented and attained on the basis of their attitude toward religion course of Islamic ethics at Islamic Azad University of Qom.
The research method is discriptive and the study population consisted of 40 professors 93-94 were taught in the second semester of the school year that due to the limited number of them were selected as sample. The reliability of the research is 89 determined by Cronbach's alpha. To analyze the data, descriptive statisticsT analytical tests and chi-square test single group (chi-square) was used.
Results showed: 1. between the three levels of intended, implemented and gaining university curriculum of Islamic ethics is more than 90% concordance. 2. And gaining the curriculum intended by Islamic morality in terms of the appropriateness of the needs, content, faculty and teaching and learning methods, qualifications of teachers and evaluation methods as there is significant compliance.
The author of the article concludes Islamic ethics curriculum implementationat has been effective in the following aspects: Abstinence of moral vices, Increase in the authority of God's love, Defineing the Islamic ethics, increased spirituality and worship, recognizing the moral virtues and vices, Commitment to the values of Islam.

Ethical contradictions in the field of sports and development of the ethical virtues in sports environments have attracted little attention of scholars which can be called a problem. Based on the fact that religion has a position in promotion of ethics and even it has significant effects in sports positions and successes, institutionalizing the ethical criteria taken from religious teachings called “promotion model of sports ethics with Islamic ethical approach” is very important as the macro strategy of promoting the level of sports ethics. Thereby, in order to propose a meaningful picture of the sports emphasized by Islam and also to achieve ethical gyms, teams, athletes and organizations, some practical steps could be taken.

The main goal of the present research is to analyze the type of view point and the attitude of gorgan payame noor university students toward new established Gnosticisms. The method of the present study is descriptive and survey method. Statistical community of the research included 6117 university students in 91-92 academic years. Classified random sampling is used and the reliability of the research is through crunbach Alfa test and SPSS 16. The results of the survey indicate that 44/1% students express hatred and negative feeling against new Gnosticisms.48/5% students are aware of new established Gnosticisms which 33/3% of them receive the news and information about new established Gnosticisms by domestic television programs. 3/3% students have experiences the membership of such Gnosticism groups. 96/7% of students have not participated in any kind of such groups. The author of the research concludes the mentioned theories fail to clarify the components among statistical community. The article then suggests a comprehensive plan for university professors and cultural managers to find a way in protecting human capitals against cultural attacks.

Nietzsche, contrary to Socratic view, advocates of instinct instead of reason and henceinterprets and evaluates all things in terms of the instinctive human needs. According tohim, an action is not assessed in terms of its origins, results, usefulness, or utility. Thesource of judging an action as good is the ideas of good doers themselves who regardedthemselves and their works as good. Nevertheless, it must be noted that the main pointhere is that the value of an action will always remain unknown (X) and is subject tochange.

Axiology is one of the main disciplines of philosophy and philosophy of education. Basically, getting familiar with values is considered as the basis for philosophy of ethics and moral education. Every philosophical school of education provides its own explanation about the nature and criteria of values. This situation has led to developing a variety of models and theories in the sphere of moral education. The present paper tries to analyze and criticize the concept of value according to Dewey's pragmatism and its implications in the area of moral education. In this philosophical study an interpretive-descriptive approach is used. The research findings show that according to Dewey the basis of values are concealed in personal and social activity; that is, the domain of values has some direct and indirect pragmatic influence on the process of personal and social life. Such a belief leads to relativism in terms of values through rejecting values as being essential.

The present paper is concerned with problem-solving skill. A close study of a problem, its dimensions and how to solve it helps one to take a paper way to achieve his aims. This skill provides man with a comprehensive and broad perspective that makes him feel triumphant when encountering with problems and consider there is no loser. Those who are related with one another and seek for success will not feel they are losing if they make use of this skill. The different stages of problem-solving process provide man with natural readiness to realistically review problems and solve them with less stress. The present paper, relying on psychological principles and referring to Quranic verses and traditions, elaborates on the different stages of problem-solving skill, using a content analysis method. The research findings show that lack of skill to solve problems is an outcome of self-unconsciousness. One’s knowledge of oneself and one’s abilities enables one to discern the different solutions of problem, after the problem is accurately defined. When one organizes the ways of solving the problem, it will be possible for one to take a firm decision on the implementation, and making further review and evaluation of the chosen solution contributes to the solutions of life problems.