جستجوی مقالات مرتبط با کلیدواژه « اصلاحات آموزشی » در نشریات گروه « علوم تربیتی »

Since the modernization of the Iranian school, the main question for reformers to deal with was how to interact and borrow from western education. Social reformers and educational activists have responded to this question and adopted a policy confronting it. The purpose of this article is to critically examine three moderate policies, namely: 1) Appropriation in the views of Mirza Malkum Khan and Mirza Yusuf Mustashar al-Dawla, 2) Selection in the views of Abdul Rahim Talibov, and 3) Instrumentalism in the efforts of Mohammad Ali Mojtahedi and Reza Roozbeh applying Derridean Deconstruction. Deconstruction shows that each of these policies has blind spots that have led to results contrary to the original intentions of their defenders. Appropriation, with its strong emphasis on commonalities, ignores the differences between the two systems of education. Selection has been inattentive to the gradual change of educational patterns by separating from their original context and the emergence of new interpretations. Instrumentalism with its focus on achieving the expected educational results has created an elitist system that ignores the unpredicted educational results and others marginalized by this consequentialism.

This article aims to study the role and value of children’s voices in the reformation of educational programs. This study is conducted through a critical philosophical inquiry method. The ultimate purpose of this method is the improvement of educational practice. Three questions are raised in this paper: 1.Why children’s voices have historically often been neglected in relation to their life matters? 2. Why children’s voices must be heard and been considered as criteria in their life matters? 3. How can children’s voices be demarginalized and exercised in children’s educational matters for the betterment educational programs? The findings show that the total rejection of childhood and its values, a deficit conception of childhood, and inadequacy and deficiency of adults’ conception of childhood are among the most significant reasons of historical ignorance of children’s voices. Prerequisites of appealing to children’s voices include: A critical theoretical revision of adult-centered approaches of childhood, rejection of the universal notion of childhood, adopting the plurality and difference of childhood and children’s voices around the world based on various cultural climates and contexts, and adhering to the equality of children’s rights and adults. Dialogue and inquiry with children are suggested as two strategies for listening to and representing children’s voices in the reformation and improvement of educational programs and procedures. These two strategies can provide us with an access to fresh and firsthand knowledge about children and issues related to their lives.

The primary purpose of this study is to critique the official approach of educational reform in Iran from the viewpoint of immanent critique, which was first proposed by Hegel and then expanded and defended with some variations by Marx and Frankfurt School. In the first part, the ideas of Hegel, Marx, and Adorno on immanent critique are examined. Second, corresponding to each of these philosophers, three suggestions are made contrary to the current official approach to educational reform. In conclusion, the principles of immanent critique of the education system are stated, and the three criticisms raised by the Overseas Consultants Inc., Mohammad Ali Toosi and Samad Behrangi are evaluated accordingly.

The present study tries to identify the status, structure and characteristics of Islamic education in the Ottoman Empire. A descriptive and analytical method along with a historical approach was used in the study. The findings indicated that the Ottoman Empire has been focused on the education and its characteristics since it has been established and it has also addressed the Islamic teachings regarding education and its components such as educational reforms, school building, educational goals and educational texts. This empire, which had been considered one of the powers of the Muslim world for a long period of time and included a wide range of Asia and Europe, had remarkable impacts on various fields such as education in society as well as its territory and sovereignty. Therefore, the present study tries to show the structure and system of education in Ottoman Empire based on Islamic teachings by using library documents and sources. The findings indicated that the Ottoman kings had paid special attention to the preservation of Islamic education, and had tried to train specialists in the field of Islamic education in order to achieve these educational goals. On the other hand, the findings showed that the educational reforms in the Ottoman Empire have stimulated educational institutions.