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

Due to the importance of the "type of orientation of the educational system" and the "components used in the design of its educational models" in terms of compliance with authentic religious criteria and the fulfillment of the goals of this intellectual system, the present research is based on the above-mentioned goal and using the "analytical-interpretative" method, has collected and presented Mohammad Ghazali's educational system as a purely religious system. The findings indicate that in the section of educational foundations, emphasis on the inherent and divine dignity as well as the spiritual and soul dimension of human existence, God's centrality and activeness in the world, the existence of two dimensions of matter and heaven in the universe, Focus on the conditions that create the behavior rather than the behavior itself, opposition to the eradication of instincts from human existence, and also the explanation of the possibility and method of acquiring knowledge, the ultimate goal of ethical conduct, the manner of moral judgment and motivation, methods of acquiring moral virtues, the role of reason and will in shaping human behavior, and the criterion and goal of moderation of powers based on religious injunctions, constitute Ghazali's most important beliefs in this field. In the field of educational principles, Ghazali's explanatory principles have a five-faceted structure, which includes "the possibility of education", "the bases of education", "the requirements and necessities of education", "the preparations during education" and "the content and substance of education". These principles explain his beliefs in this field through eighteen educational principles. Ghazali also bases his educational system on three pillars: soul, ethics and knowledge. Based on these pillars, he organizes the relationships between teachers, students, and parents, curriculum, stages of education, and methods of education.

The Corona epidemic was initially considered a problem in the health field, but it suddenly covered all the different fields of the world. In the meantime, one of the fields that underwent a great transformation was education. The current research seeks to identify and categorize the dimensions of the challenges of education in the era of Corona in primary school. It is practical in terms of purpose, descriptive in terms of data collection, and qualitative of phenomenological type in terms of nature of the data which was done using the exploratory strategy. The statistical population was the teachers, parents and students of Saleh Abad city and its villages, who were selected for the interview using the non-random sampling method and according to the rule of saturation and maximum diversity (10 teachers, 10 parents and 10 students). A semi-structured interview was used to collect data. To validate the qualitative data, the participant review method was used. The information was coded using maxqda software version 2020 and by thematic analysis method. By analyzing the themes of virtual education, problems were identified in "physical","psychological","educational"and"infrastructural" fields. The analyzes showed that due to the lack of a suitable platform, especially in the deprived areas of the country, and the physical and psychological conditions of the students in the elementary level, the implementation of virtual education in the context of the Shad network and radio and television has problems such as academic failure, lack of sleep, lack of motivation, excessive fatigue, dry atmosphere and boring education, dropping out of school, failure to observe course budgeting, inefficient evaluation, failure to fully teach courses, inability to recognize students, anxiety and stress, aggressiveness, dependence on virtual space and inactivity created for teachers, students and their parents, which by reforming the virtual education method can help reduce these problems and increase the benefit of this type of education.

The main purpose of this study is to explain Heidegger's interpretation of Aristotelian Phronesis and the educational implications based on it. Heidegger considers metaphysics to be a deviation in human thinking, which separated the theoretical from the concrete and practical sphere of human existence and gave priority to it. This deviation has determined all human relationships, including education, which prevents the realization of the original human existence. Heidegger refers to Aristotle's Nicomachean Ethics and interprets the five epistemic states of the human soul with an ontological perspective. Heidegger, unlike Aristotle, believes in the superiority of phronesis as a way of human existence, looking at his concrete sphere, over other aspects. The role of Francis can be seen in Heidegger's discussions about "the meaning of Being", "truth", "Being-in-the-world" and "Dasein". Based on this, the results of analogical reasoning and practical analogy, which have a special place in studies related to education, lose their validity as absolute and certain facts. In real education and training, instead of teaching what is known, the teacher teaches self-learning and teaches them with the position of his inherent being. The authentic human society is open to different possibilities of educational mechanisms and does not consider any situation as the ultimate possibility. As the ultimate level of metaphysical thinking, "Geshtel" reduces everything, including humans, to "resources", and the function of learning theories and curriculum is to make these resources more productive in line with economic interests. Also, Heidegger's thinking provides many possibilities for the development of new conceptualism in the curriculum.

The main purpose of the current research was to investigate the components of moral intelligence in the books of the gifts of heaven (Heavenly Gifts) in the elementary school, and we used a descriptive method of content analysis to conduct the research. The textbooks of the gifts of heaven (Heavenly gifts) for the primary period of the second to sixth grades have been selected as the statistical community. Sampling was done using the enumeration method and the sample size was equal to the population size. The data collection tool was the moral intelligence checklist, which was prepared based on the structures and components of Borba's theory of moral intelligence and was approved by five experts. The agreement index between these experts was calculated as 4.5. The units of analysis were text (sentences and paragraphs, tables and marginal comments), questions and pictures, and in order to verify the validity and reliability of the data, we used the parallel reading and interpretation process. Data analysis has been done using the method of Shannon entropy equations. The results of the research show that in general, the components of self-control, empathy, conscience, respect, fairness and kindness have not been given balanced and proportional attention in the textbooks under review; Also, the findings show that in the content of the textbook "Gifts of Heaven", (Heavenly Gifts) the component of kindness is given the most attention compared to other components, and on the other hand, the least attention is given to the component of self-control; Based on this, the balanced ratio in the distribution of the components of moral intelligence in the textbooks of the gifts of heaven (Heavenly Gifts) for the primary period has not been observed, and therefore, the distribution of the components of moral intelligence in these books needs to be reviewed and rewritten.

The present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods especially concept interpretation method and conceptual structure assessment method . This study revealed that there is an internal contradiction in this documents despite the main role they have in explaining this relation. In these documents, concepts like agency, asymmetrical interaction, dynamic of culture and developmental traditionalism have been emphasized which can be regarded as the strength points of documents, on the other hand it is stressed that all this concepts must be grounded on the Islamic criterion system, And this lead to the internal contradiction between these concepts in these documents. This paper studied the evidences of this contradiction and classified them as the governance of the Islamic criterion system, ambiguity of the meaning of the culture, contradiction of asymmetrical interaction with emphasizing on the Islamic criterion system, dominance of the traditionalism on agency and ambiguous conceptual boundaries between culture transmission and culture criticism.

The concept of habit is one of the topics considered by experts in education. In this process, through practice and repetition of an action, the difficulty of doing it gradually becomes easier and becomes part of the human mood. The aim of the present study is to identify the jurisprudential requirements of habit-based education from the perspective of Imam Ali. What is meant by jurisprudential requirements are the cases that are mentioned in the five rulings in addition to the permissible ones and include the obligatory, mustahab, haram and makrooh. For this purpose, the statements related to the concept of habit were selected from the words of Amir al-mu'minin (as) based on the method of purposeful sampling and then the required requirements were extracted and analyzed with the help of intellectual method. Findings include: adherence to rights management, control of tendency, tendency to react negatively to adverse habits, bedrock in voluntary rethinking, patience in habit replacement, emotional acceptance, purposeful austerity, avoidance of change in fundamental nature, precedence Virtue deconstruction on virtue-creation, protection of desirable habits. Examination of the findings shows that some of these requirements are "fundamental" and some are "implicit." The basic requirements themselves are given to the obligor, the instructor are classified in three categories: "precedent", "process" and "posterior".

Culture, beyond the scientific and academic definitions as the spirit of society and the atmosphere in which society breathes, is an integral part of the life of the peoples of the country. This important issue along with the cultural identity of the Islamic Revolution of Iran requires more attention to the cultural dimension of the Islamic Revolution, especially in the fifth decade of the revolution in the field of education. The fifth decade of the revolution, with many ups and downs that change the generation of its most important, has faced numerous cultural challenges, especially in education, which sometimes casts up the cultural contradictions of the early stages of the revolution that led to the Cultural Revolution in 1980. Perhaps the theory of the cultural ideology of Althusser, which saves ideological culture, leads us to the need for the continuation or resumption of the cultural revolution in 1980 in the field of education. This paper describes in a descriptive analytical way how to intrude an ideological look that derives from the principles and identity of the Islamic Revolution of Iran, in essence, and not necessarily the examples of the Cultural Revolution, in the fifth decade of the revolution for the field of education.

According to the teachings of the Holy Qur'an, God considers saving the life of one human being equal to saving the lives of all human beings. In contemporary medical and treatment culture, organ and tissue donation is one of the modern ways to treat humans ad save their lives. Practicing this moral and human value can help realize this divine teaching. This moral and value action has been investigated in different fields of research such as medicine, psychology, sociology, etc., nevertheless, it has not been studied from the perspective of education. In this regard, the present study pursued two objectives. First, the various reasons and factors expressed in persuading individuals to do the moral act of organ donation were categorized and explained from a philosophical viewpoint, and then by adopting a philosophical perspective (Islamic perspective of action), the educational foundations, principles and methods of persuading trainees to do this moral actin were deduced. For the first objective of the research, the descriptive-analytical method was used and for the second objective, Frankena's reconstructed model was utilized as the research methods. The results showed that the reasons for persuading individuals to do this moral action can be classified into four areas: intellectual, emotional, psychological and sociological. In accordance with the three principles of human practice from the Islamic perspective of action, the three educational principles including raising awareness about the moral action of organ donation, emotional transformation about it and making grounds for trainees to voluntarily do it, along with direct, semi-direct and indirect educational methods to realize these principles were recommended to act as guidelines for internalizing and persuading trainees to do organ donation.

Human being has been naturally created in such a way that has the possibility and desire to behave good and evil. This is while in education, and especially in childhood education, the good is central and evil has been marginalized. Concentrating on the good and ignoring the evil in education does not seem realistic. The inclination to evil behavior and recognizing wickedness and error in childhood requires an appropriate education. In this study, by expressing reasons for the necessity of recognizing evil and a glimpse of the verses of the Quran, the desire to behave good and evil is recognized in childhood. Considering the concept of evil and the concept of childhood as a spectrum makes sense of talking about evil in childhood. Hence, an alternative approach is proposed to childhood education, called error-tolerant education. Error-tolerant education attempts to recognize the error and wickedness in childhood to provide the possibility of an active encounter to error and thus, facilitate the path of education and truth-seeking for children. “Recognizing the child’s evil inclinations”, “encountering error actively in childhood”, and “maximum welcoming of children’s error” are some of the components of error-tolerant education in childhood

Apprehension (Khouf) and Hope (Raja) are significant issues worth to be taken into account in human’s way of living as well as education and training. Therefore, the purpose of this research was to study the educational effects of apprehension and hope from the viewpoint of Islam with an emphasis on the Holy Qur’an. To accomplish this purpose, a linguistic and conceptual analysis method was adopted. The concepts and themes derived from the study indicated that with accordance to Qur’an, apprehension and hope complement each other and God’s supervision of human behavior is through these two virtues. In fact, both of them regulate human behavior and control abnormalities. Investigation of the verses relevant to apprehension and hope and the educational role of these two virtues demonstrated that both apprehension and hope bring about several educational achievements for the individual and the society in general. Some of these achievements are specifically relevant to apprehension, some to hope and some to both apprehension and hope. This is due to the fact that in the Holy Qur’an, these two terms are sometimes mentioned together and at other times stated separately. These achievements are further elaborated and investigated in this paper.

The main purpose of this research was to study the theory of morality of things and technology agency based on the ideas of Paul Peter Verbeek and its implications in education. So, the inference method was used. First, the ideas of Verbeek have been examined and then its educational implications have been discussed. Based on the mediation theory in post-phenomenology, Verbeek believes that the two components of morality, i.e., intentionality and freedom which are required for moral action, are distributed between human and artifacts, that is, the artifacts are part of human's wills as well as the freedom of human. In his view, human has independence, but his independence is not complete. He mentions, among other things, persuasive technologies and Ambient intelligence as to how they motivate humans to make specific decisions and do specific actions.     Human agency is combined with artifacts and technologies. According to the results of this research, the hybrid agency and ethical and influential role of technologies must also be considered in planning and decision making in education. The technological foundations of education must also be taken into consideration. Ethical education in the technological society needs to be reconsidered and rethought. The responsibility of designing instructional technologies would be much more important, so that instructional technologies could act as educational technologies. Given the role of persuasive technologies in shaping human behavior, these technologies could be used in shaping the behavior and habits of children and adolescents. And some parts of education could be left to the artifacts.

How can schools prepare the future generation for the post-fourth-industrial revolution era whose main characteristics are vagueness, complexity, uncertainty and ambiguity. How can the essence of education change due to unprecedented changes? Despite extensive reforms in schools in recent years, the root assumptions concerning school, education, key skills and the role of teacher have not considerably changed and no paradigmatic transformation has been observed. This paper uses a future-oriented approach and bricolage method to study different components of education and their development. Deconstruction of fundamental assumptions of education including knowledge accumulation, standard examination, fixed hours and a factory-like conceptualization of school leads to an alternative vision of school as a “participatory workshop”. Interdisciplinary experiences, relearning and unlearning are theoretical foundations of such schooling system which prepares us for alternative futures with almost no resemblance to our past experiences. This paper tries to amalgamate futures studies, psychology, and sociology and education studies in an interdisciplinary manner in order to take a preliminary step toward enhancement of policies of educational system.

The present study aims to identify the position of the habit and agency in human education. The method of this study was the conceptual analysis, focusing on defining clearly the meaning of the concept by explaining accurately its relationships with the other concepts. The habit is a human state which is created by the repeated actions and it gradually eases the difficulties of doing the action. The agency is based on the concepts like the freedom of action, accepting the responsibility, and accountability in revealing an action and it stems from the desire, epistemological, and voluntary basis in the human existence. The most important findings of this research include the necessity of nurturing the agency in the process of training and postponing it temporarily, eliminating the responsibility of the learner when divesting the agency, negating the absoluteness in the development of the agency due to the possibility of mistake in the basis of the action, the dependence of the self-control in agency to the faith maturity and the value knowledge of the agent, the double value of the conscious habits due to forming in the context of the agency, the value of the unconscious habits during the agency weakness, the effective role of the unconscious habits in strengthening the basis of the action, the limitations of the conscious habits in the dependence on the basis of the action, and preventing the decline of the habits through linking with the value and the emotional stimuli. The results showed that the conscious habits are formed in the context of the agency and they do not contradict it. The unconscious habits, in the position of the desired end, are in conflict with nurturing the agency, and as the facilitator complement the agency development. Also, nurturing "the agency" and "the conscious habits" act as "the mediating goals" and nurturing "the unconscious habits" act as "the instrumental goals" in the educational system.

Different heavenly religions have sparked the emergence of a savior of salvation that eradicated oppression and created a government full of justice around the world. But it must be said that the idea of salvation and the emergence of the Shia is so high. Since the emergence of the savior and the endowing messenger without the provision of the necessary grounds and conditions is not achieved, therefore, the education of awaited generation is necessary. In this regard, using the force and the influence of education on the training of human beings is a fundamental consideration. This study was designed with the aim of analyzing the expectations of the educational philosophy and the role of schools in educating the expected generation using a descriptive-analytical method and documentary resources. In this paper, along with the conceptualization of expectation and the expectation philosophy it has been attempted to extract all the statements related to the generation of the awaited generation and Mahdavi. The results showed that although the statements of this document are strong from theoretical perspective, but little success has been achieved in the field of action. Therefore, in this study, based on documentary studies, a conceptual framework of a curriculum was presented for the implementation of the Mahdavi generation education ideals in schools. At the end of the study, there are also suggestive and applied suggestions for further attention to this important topic in the field of thought and practice

The purpose of this study is to study the teachings of the transcendental paradigm in the process of teaching-learning and its critique. In order to achieve the purpose of the research, three methods of conceptual, inference and critical analysis have been used to analyze and critique the foreman paradigm. Findings of the research indicate that meta-text instead of oral text emphasizes written text and, as a new paradigm, acquires diverse experiences, the possibility of exchanging ideas and discussing various teaching methods in education. .... can have a facilitating role This paradigm in the field of knowledge learning and development has implications such as passing the traditional epistemic system in the learning-learning process, encouraging the learner to construct meaning through dialectical dialogue, the conceptual representation of the learner, access and better information retrieval in learning, the production of boundaries New to Knowledge, Opportunities for Explore-Based Learning, Changes in Classroom Space But in this paradigm, there are also challenges that can be addressed, including deconstruction in the learning-learning process, the passage from reading to writing, relativism, pluralism, and the uncertainty in the field of educational research

The purpose of this study is to compare the educational implications of aesthetics from the viewpoints of Allameh J’afari and Dewey to achieve a deeper understanding of the art and aesthetics and various aspects of aesthetical training. This is a theoretical research, which employs conceptual analysis, training and adaptation. Comparing the views of Ja'fari and Dewey on esthetics, this research tries to identify their educational implications and to distinguish their views in this regard. Regarding this goal, the fundamental question of this research relates to the similarities and differences between the aesthetical educational implications of J’afari and Dewey. The results indicated that both scholars have a common view in asserting the necessity of aesthetic education. In terms of the definition of aesthetic education, they both consider art as including aesthetics, and aesthetical education much broader than artistic education. Dewey considers aesthetic education as a meta-curriculum phenomena in nature, which is different from the prioritization of religious and ethical education in aesthetical education in J’afari's view. Both scholars share the final goal, the promotion of the interests of aesthetic traits, and intermediate goals including the fostering of innovation, creativity, and imagination, but they present different ideas in terms of growth. In the issues relating to instructors, pupils, and curriculum, despite sharing some views, they present quite different views regarding the relationship between man and God, and the origin and destination of the universe. In the issues relating to teaching methodology, both acknowledge considering the intentions and requirements of the pupils and orientation of the methods towards discovery and search. However, in addition to question orientation, J’afari takes into consideration the methods that regards the universe as verses indicating the existence of God.

Man has long sought to see reality and find the truth. The question “what is reality or truth?” has caused a lot of humanitarian efforts and has created many philosophical paths in various fields, including education. Questions such as “What is realism?”, “What is Idealism?”, “How are they related?”, and “What is the truth about this relation?” are questions that people ask themselves about any incredible and challenging conditions faced with. These conditions or circumstances are not consistent with his desires , and sometimes in contrast with each other. This situation is currently evident in the field of religious education in the country and has brought about changes and, most recently, fundamental developments in this area. In this article, through the method of philosophical analysis, we have tried to explain different approaches to the relationship between reality and idealism. The author believes that the realistic idealism approach has such kind of characteristics that can be appropriate for religious education in the current state of the country and to some extent can reduce the gap between reality and idealism.

Deconstruction is an approach which has been systematized by Derrida and has been used in different areas. Based on this approach, each text has different opposite poles, each one of these poles dominates the other poles and in this manner the hierarchical relationship crystallizes. This approach has been used in education and deconstruction can be used in the teacher-student relationship to deconstruct it to make a balanced relation between them. The results showed that the teacher is in the dominant and the student in the passive pole. This relation can be redefined and the student can be transferred to the dominant pole so that the way for fair and balanced relation could be opened. Paying attention to concepts such as helper, guide, simplifying learning by teacher, teaching the way of learning things instead of teaching them, the learning of teacher from the student and playing a more active role by the student in the educational process indicate a balanced relation between teacher and student.

The present paper seeks to study the place of thinking as well as the impact of modern technology on promotion of thinking at schools. It first briefly reviews a number of well-known theories about modern technology and its effects on people’s lives and attitudes. Then the components of educational technology are briefly discussed and the mentioned theories of modern technology are applied to educational technology to see how educational technology affects different aspects of students’ lives، particularly their process of learning thinking at school. The place and importance of thinking and its promotion at the schools are also discussed. The paper concludes that educational technology does not contribute to the development of thinking abilities and does not pay attention to the students’ thinking when dealing with important issues of their lives. Therefore، it is necessary to rethink current educational technology and this adds to the significance of programs like ‘philosophy for children’.