جستجوی مقالات مرتبط با کلیدواژه « تعلیم و تربیت » در نشریات گروه « علوم تربیتی »

The purpose of the study was to design a curriculum for the elderly education based on dialogue education approach. Jane K. Vella is the setter of this approach and the most important feature of this approach can be considered its attention to the audience and their special needs. The method of conducting this research is the application of the recommendations of the dialogue education approach. Sampling among the elderly participating in the course was voluntary and by sending an invitation. In sending the invitation, an effort was made to cover the maximum diversity of education, gender, and social status. In order to select the content based on the participants' needs, the list of Iranian elderly's educational needs was given to the six elderly who attended the educational meetings for selection. After selecting the content, the elements of the dialogical curriculum were determined. In the implementation phase, changes were made to adapt to the context, in the design and implementation process, and all the implementation and design phases were validated by Vella and the team members. Considering the special characteristics of the elderly, such as having experience, independence and self-directedness, the curriculum used for them should be able to take into account these characteristics, and considering the high flexibility of the dialogue and listening approach, as well as the achievement of all learners to the goals of each meeting, the approach to design educational courses in centers whose audience is the elderly, can increase the effectiveness and attractiveness of the courses.

The purpose of this research was to examine the damage of family recognition in the spiritual education of children and adolescents from the perspective of Islamic teachings and educational institutions based on the structural model. The research method was applied in terms of purpose, descriptive-correlation in terms of nature. The statistical population of the research was 1142 students of the first secondary schools of Sari city, of which 209 people were selected as the sample size by random cluster sampling method. The research tool included a researcher-made questionnaire. The content validity of the questionnaires was evaluated based on the opinion of experts, and its construct validity was evaluated by the method of confirmatory factor analysis. Their reliability was confirmed by calculating composite reliability and Cronbach's alpha coefficient. In order to test the hypotheses, structural equation modeling was used using the partial least squares method using SmartPLS3 software. The results showed that examining the damage of family recognition in the spiritual education of children and teenagers from the perspective of Islamic teachings and educational institutions based on the structural model has a significant impact. Also, the results showed that most of the significant t coefficients are greater than 1.96, that is, most of the relationships between the variables are significant at the 95% confidence level, and it can be said that the model has a strong fit and is approved.

The hidden curriculum is actually a process in order to observe the education, teaching and training of the school is a text that must be revealed in interpretation or hidden meanings. The present study was conducted with the aim of discovering and presenting the conceptual model of the hidden curriculum in secondary schools of Sanandaj city. The research method of this study is a combined method using qualitative-quantitative methods. In the qualitative method, a semi-structured interview was used, and in the quantitative method, a questionnaire was used to complete the qualitative information. The results indicated a significant effect of independent variables on the hidden curriculum. In this regard, the effect of strategies on the hidden curriculum of secondary schools in Sanandaj city has the highest coefficient of influence, and after that, the foundation for the formation of the hidden curriculum is in the second place. There is a type of factor analysis in the model, the effect of all of which is significant, and this means that the indicators of the main research variables have been able to explain these variables well.

The purpose of the present research is the descriptive study of the books of the Qur’an education and Hedyehāye Āsemāni in the 1st to the 6th grade of elementary school with respect to their consideration to teaching religious lessons. The research method was the analysis of quantitative-descriptive content and the statistical population consisted of all books taught for the Qur’an Education and Hedyehāye Āsemāni in the elementary school in 2022-2023. In this regard, 21 books, 289 lessons, 1869 pages, and 979 pictures were analyzed by survey method. The field unit in this analysis was page and the registration units were pictures and content. The coding procedure was conducted by comparative method based on components of religious lessons (belief, moral-value, ritual-practical/prayer, emotional0. The results showed that from among 5169 observed frequencies, the component of belief with 1720 content and 130 pictures (1850 cases, 35/79%) had the highest frequency. Then, with a trivial difference, there were ritual-practical/prayer lessons with 1406 content and 394 pictures (1800 cases, 28/69%) and then emotional lessons with 34 content and 2 pictures (36 cases, 0/69%). As a result, belief and ritual-practical instruction had the highest frequency and emotional instruction had the lowest frequency and the education was mostly content-centered. Therefore, it is suggested that based on the needs of students at this stage, the experts pay more consideration to the emotional instruction and more usage of pictorial potentials in books of the Qur’an Education and Heyehāye Āsemāni.

The present study was conducted to identify the training needs of new teachers. The research method was applied in an objective and systematic review of the data collected. To achieve the purpose a regular review of the research was conducted based on the model of Sandelowski & Barroso (2006), after reviewing the 650 documents in the first stage, 22 were selected . The Critical Appraisal Skills Program(Glynn,2006) has been used to determine the validity, and the reliability was assessed by Cohen's kappa coefficient ) 73%(. Analysis of the documentation findings led to identifying 24 main concepts. The identified concepts were categorized into 4 components include; knowledge needs (mastery of course content, ICT literacy, knowledge pertaining to pedagogy, learning approaches and performing arts), skills needs (application of ICT, analysis of course content, social communication ,time management, and research-based evaluation), ability needs (ability to express ideas clearly, motivate students, problem solving and critical thinking, establishing justice in dealing with students, and self-management needs) and attitude needs (positive attitude to the use of ICT , valuing the teaching profession, interest in acquiring knowledge and updating, commitment to the teaching profession, positive attitude to cultural and religious differences, humor and believe in lifelong learning).

The purpose of the current research was to analyze the components of the Jihadi teacher based on resistance-oriented critical education. The qualitative research method was carried out with a phenomenological approach. The study area included Jihadi elementary teachers in the rural areas of Saman city in the academic year of 1400-1401, who were selected through purposive sampling. The sample size was determined after reaching the theoretical saturation of 11 people. The data collection tool was a semi-structured interview. The content validity of the interview questions was confirmed by the professors. The method of data analysis was based on the hierarchy of themes (King 2004) using Maxqda version 18 software. The results showed that the Jihadi teacher component based on resistance-based critical education has indicators such as paying attention to the spiritual dimension (considering work sacred), the professional view of one's job, the characteristics of work ethics, and the personality characteristics of individuals. The causal conditions of the Jihadi teacher's components include attention to spirituality in the job, required working conditions, teacher's personal belief and mission, teacher's individual characteristics and background conditions of the Jihadi teacher's components, Education, conditions and individual characteristics of the teacher, delegating authority and facilities to the jihadi person. The intervening conditions of the components of the jihadist teacher include, the conditions of the teacher's job, , economic problems and lack of facilities, lack of recognition and motivation for jihadist activity, the existence of managers and officials. It is non-jihadi. The implementation message of the Jihadi teacher's components, the consequences outside the school, the consequences for the Jihadi person, the consequences inside the school, is a suitable model for students. And implementation strategies of Jihadi teacher components include cultivating Jihadi spirit in teachers, appreciation, and selection of Jihadi people in the education system.

Cultural education is influential in preparing and empowering people to achieve cultural, professional, and personal objectives and acquire social norms. The present study aimed to identify the cultural education components and its relationship with mass communication media with an emphasis on virtual space.

The mixed research method was exploratory (qualitative-quantitative) and the case study was used as the qualitative method. The statistical population included Instructional, cultural, and educational experts of the General Department of Education of Mazandaran province during 2020-2021. In this qualitative research, 10 people were selected based on the theoretical saturation of the sample using the purposeful snowball sampling. In the quantitative research, the population consisted of all the teachers of Babolsar city (n= 430). The sample size was calculated to be 200 people using Karjesi and Morgan Table, and the random sampling method was applied. The semi-structured interview was used to collect the data in the qualitative method, which were analyzed based on the open, central, and selective coding. Further, the researcher-made questionnaire was used in the quantitative method and the data were analyzed using SPSS and AMOS software.

The qualitative findings indicated that 35 sub-categories in the open coding section, 12 sub-categories in the central coding section, and five main categories in the selective coding section were extracted under the title of knowledge seeking, independent thinking, critical thinking, Iranian-Islamic identity, and mass media regarding cultural education. The quantitative results revealed a significant fit between the components of cultural education, including knowledge seeking, independent thinking, critical thinking, and Iranian-Islamic identity, and the mass communication media.

Therefore, complex cultural factors play a role in using mass media, which need to be identified. Cultural education provides unique opportunities to obtain desirable results in achieving the educational objectives, i.e. quality of life, humanity, cultural pluralism, citizenship, general education, and personal satisfaction (self-fulfillment). Expanding the curriculum model application based on the cultural education components in educational, cultural, and social institutions, especially the Ministry of Education, contains an crucial and special application in improving the cultural spirit of education staff and teachers, and consequently, leads to the development and students' progress and the scientific development of Iran.

The world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning.

The method of this study using the systematic review method. To achieve the purpose of the study, a regular and extensive review of the research background was conducted. For this purpose, databases of SID, Magiran, Noormags, Eric, Sage, Science Direct & scholar google were searched. After removing the articles disproportionate to the purpose of the research, a complete review was performed on the remaining 27 articles.

Finally, it was revealed that of regular review of research background led to the extraction of 4 general factors. Findings showed that individual, educational, socio-cultural and family factors are involved in lifelong learning. Individual factor including personality factors and mental agency; The educational factor includes factors related to the teacher, factors related to teaching and curriculum, and factors related to educational tools and facilities; The socio-cultural factor also included community relations, integrated team-based learning, and culture structures, and family factors including the relationship between the family and the university and the parent-teacher association. According to the extracted articles, among the many factors involved in lifelong learning, the individual factor and the educational factor are the most abundant. The socio-cultural factor is also the third factor that has the most frequency. Family factors are next, which are effective in lifelong learning. The findings of this study can provide appropriate solutions for education authorities.Based on the results of this study, the effects of the individual, education, family, culture and society on lifelong learning awareness are reflected in the individual's motivation and learning goal, which directly affects the effectiveness of learning. As a result, there will be a guide to the general habit of lifelong learning. Therefore, lifelong learning policy, in addition to a high-level strategy, should create a positive conscious environment with sufficient learning materials and social conditions to stimulate self-learning initiative and strengthen self-directed learning motivations. The findings of this research can provide appropriate solutions to the guardians of education.

The general purpose of this research is to express the philosophy, foundations, goals and principles of education in Iran. The main question of the research is that education is explained based on what principles? How has education been in the past and in the new? It should be said that the process of education takes place informally from birth to the end of life through human teachings in various environments. But the major part of it is entrusted to the official institution of education and education, therefore, education can be considered from three angles: a- education as an "institution" b- education as a "production and product" C- Education as a "process".The previous article, which was carried out with a descriptive, analytical and library method, and came to the conclusion that education and training in the past consisted of information and skills that could be applied, and the duty of education and training is to transfer this information and skills. to the new generation, preparing students for responsibility in the future and success in life; But the main goal in new education and training, in addition to playing this role, is to discover the relationship between education and training and personal experiences.

The purpose of the present study is to explain Whitehead's "learning circles" and its role in "thinking-oriented teaching and learning" which answers two questions: how do whitehead learning circles lead to thinking-oriented learning? What are the requirements of Whitehead's educational theory? First, the critical theory, then the sides of his learning triangle is explained: the first side, "tune and weight", the second side, "stages of mental growth" and "balance of growth" and the third side, role of "freedom and discipline" in three stages of "enthusiasm, accuracy and generalization". At first, enthusiasm creates a ring that connects all the stages, like a vortex, which the domination of "freedom" motivates perception. Secondly, the dominance of "discipline" over "freedom" increases precision and discovery. Finally, conquest of "freedom" over "discipline", the child generalizes what he has learned to life situations. In all stages, the teacher's role to maintain enthusiasm and "freedom and discipline" is the pillars of the theory. These stages overlap and repeating in a spiral process and create a meaningful connection with the previous learning. The requirements of Whitehead's theory include: eliminating stagnant ideas, encouraging teacher's role, appropriateness of the child's mental development with the curriculum, creativity, teacher's moral orientation and courage.

In the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the method of critical discourse analysis according to Fairclough's approach along with considerations of Laclau and Mouffe. The main source of this analysis is the document of The Constitution of Afghanistan in the period of the Islamic Republic. At the same time, other authoritative documents and texts have been used to develop and deepen the analysis. The result obtained from this analysis shows that the official documents do not have a single discourse; rather, they contain various discourses without having a specific central signifier, in the form of a discourse order. The most important discourses identified in these documents consist of "Islamism", "democracy", "racism", and "nationalism", which are formed around the main signifiers of "Islam", "people", "race" and "nation". This multiplicity of discourses causes the construction of the identity of peace in the documents to be composed of various signifiers and multiple and incoherent constructs, that cannot be actualized because of the antagonism involved among these signifiers and constructs, consequently, it does not fulfill peace education.

Empathy is one of the moral-educational concepts in literature and biological and social culture of human beings. Empathy and empathy are very close in terms of meaning, but they also have a subtle difference. Empathy is the power to enter another person's feelings or mind, and empathy is the power to enter another person's personality and to imagine his or her experiences. In the present study, the structure of empathy and sympathy in the stories of the matchmaker girl: Christine Anderson. Christmas carol: Charles Dickens. Loving grandmother: Hossein Majidi. Happy Prince: Scarwild. Queen of Bees: Friendship and the best bread for the kindest animal: Faraj Elahi. Uninvited guests: Barber, checked. On the other hand, the concept of empathy and empathy has been discussed in Islamic teachings. The aim of this study is to investigate the mentioned structure and its manifestation in religious and fictional literature, and at the end, the educational approaches of this concept in the institution of education are discussed. In the original teachings of Islamic culture, empathy and sympathy in dealing with other people is recommended.

The current research was carried out with the aim of enumerating the most important epistemological functions of imagination in the field of education, relying on Sadraian's opinions. In this research, which is descriptive-analytical, data collection is by library method and its purpose is practical, and its method is qualitative content analysis. As a result of the present research, it was found that imagination, includes the faculties of manipulation and imagining which is storage of and act of manipulating the particular mental images. in Sadra's view, imaginary forms are emanation of the humanity soul and immaterial. Also on the Identity of the Knower and the Known, the human Identity with Everything human learns and It is the shaper of his change in substance, which is one of his findings in the field of imagining. From here, the connection between essential movement, imagination and education is determined. Education in its true meaning is exaltation and closeness to God, and in this regard, the Epistemological functions of imagination are numerous, and it is difficult, if not impossible, to count them all. Some of them are: mimesis, narration, foundation of present knowledge, identity creation, divine and evil thoughts, cultivation of imagination. Of these cases, some are completely original and some are repeated but with a new perspective.

Studying curriculum planning approaches helps educational planners design more effective programs that cater to the needs of students. The aim of this research is to examine the recent developments in curriculum planning approaches and their role in education and upbringing.A systematic approach was employed for this purpose. Sample research resources related to the research topic were selected to provide the researcher with the best available information in line with the research question. After reviewing these resources, the researcher analyzed the information, categorizing them based on their influential and adaptable roles in relevant domains. These categories were divided into titles such as principles and ideologies underpinning modern curriculum planning developments, theories and models, changes in educational policy, types of modern curriculum planning approaches and derived teaching principles and patterns, developments in assessment and evaluation, and challenges arising from these changes.The findings have demonstrated that the performance of curriculum planning approaches is influenced by the historical, cultural, and social context, and modern curriculum planning approaches are moving towards a responsive approach within the societal framework.in order to respond to the new developments in the field of education, curriculum planning needs to be adjusted to align with the changing needs of society.

In the field of education, the vacuum of a charter of professional ethics is felt that is native and appropriate to the religious foundations of the society. With the same aim, the present study examines the principles of teacher's professional ethics in the life of the Holy Prophet (PBUH). Using the library method, this research has collected the data related to the subject and while examining the data, using document analysis, it has identified the principles of professional ethics of a teacher with inspiration from the life of the Holy Prophet (PBUH). As a result of the findings of the research, nine principles have been identified in the field of professional ethics of the teacher in the life of the Holy Prophet (PBUH), which are: having sincerity in the teaching profession, giving importance to education and acquiring knowledge, creating a suitable educational environment, showing kindness in The teaching profession, ensuring the mental security of learners, maintaining the dignity and human dignity of learners, paying attention to worship, especially prayer, paying attention to hygiene and establishing a spiritual bond between students.

The purpose of the current paper is to review and criticize posthumanist education. Posthumanism is an approach in the criticizing and evaluation of humanism which holds that humans are not the only active factor and that we need to consider the role of objects, technologies, animals, and generally non-humans as well. Posthumanism believes that man is not necessarily the master of creatures. It believes that the decentralization of human beings will lead to a better world. This study first uses an analytical and explanatory method to analyze and explain the posthumanist perspective; then, it examines post-humanist education; and finally, it reviews criticisms of post-humanist views, especially in education. The present study suggests that the role of the human subconscious should also be considered as a factor in posthumanism. Posthumanist thought has a non-instrumental view of nature and views man and nature as a whole; it treats humans as equal to animals, and with respect to education, posthumanism equates the teacher’s role with that of various other factors involved in learning. Posthumanist thinkers believe that humans can learn a lot from animals.

Introduction and goal:

 The role of education is to develop the true personality of a person and to actualize his hidden abilities and talents, and without education and morals, a person will not find his true personality and will not be aware of his human truth and independent identity, and what he finds outside of this field is not human; Because the honor of man is due to his royal soul, and his privilege over other animals is due to his human characteristics, which are the origin of spiritual values and tools to reach high levels and eternal happiness. The purpose of this research is education in Islam and Quran.

this research was carried out in the framework of analytical and descriptive method and the library method was used to collect the materials, and the concepts of the Holy Quran are the reference and the main source of citation of its materials and arguments, which by referring and examining the relevant verses The subject, text and translation of some reference verses are mentioned in the body of the research and cited and explained.

The findings of the research show that Islam and the Holy Quran in the field of education and training on religious issues,Ethics, jurisprudence and legal rulings have considered the social dimensions of human beings and the building blocks of a monotheistic societyHe enumerated the monoliths and advised people towards them and warned against obstacles.

Education is one of the essential principles and an integral part of human life and human society, which plays an essential role in realizing the material and spiritual goals of society.

In the philosophy of education, there is no more important perspective than its emphasis on the learner’s participation in the formation of educational goals. Curricula play an important role in the success or failure of achieving to these goals of educational systems. This article has been prepared with the aim of explaining the negotiation curriculum and while stating the principles and foundations of the negotiation curriculum, examines the opportunities and challenges arising from the design and implementation of this type of curriculum. The nature of this research is practical in terms of purpose. The data were collected based on a qualitative research project of synthesis type. The research process has been done in 6 consecutive steps. According to the gained results of the study, the implementation of a negotiation curriculum is necessary to meet the new needs of communities. Curriculum negotiation can improve interaction and achieve some important emotional goals.

Moral miracle is one of the important aspects of the miracle of the Holy Quran. The Quran has a moral system and can provide a complete and comprehensive plan for the education of people. Individual, social and divine moral development, strong and long, in sync with the sensitive and measured belief development, are among the characteristics of the moral miracles of the Quran. The purpose of this research is to explain the contexts and areas of the moral miracles of the Quran and the extent of educational effects and consequences.of the Quran. .

The moral miracle of the Holy Quran is one of the dimensions of the miracle of the Quran. And it appears in the works of Allameh Majlisi, Allameh Balaghi and others, and there are three approaches to the moral miracle of the Qur'an: the propositional approach, the systematic approach, and the evolutionary approach. According to these three approaches, it can be claimed that the Qur'an has a moral system and can provide a complete and comprehensive plan for the education of people, and the characteristics of the moral miracle of the Qur'an are the inclusion of individual, social and divine moral evolution, strong and high, in sync with the evolution of belief and sensitive and measured. What emerged from the verse of Reza' was that Islam is the defender of the rights of the child and his mother, and that parents should not sacrifice their children's destiny to differences and divorce, and should make a detailed and comprehensive plan for their children so that the end result is not a loss for themselves and their children. Paying attention to a child's infancy is a basic principle in which the child and their mother should be paid attention to and their rights and expenses should be provided.

The moral miracle of the Holy Quran is one of the dimensions of the miracle of the Quran. The training of teachers in the three mentioned fields is considered one of the most important issues related to educational sciences. This comprehensiveness can be very effective in educating the members of society.