جستجوی مقالات مرتبط با کلیدواژه "فهم" در نشریات گروه "علوم تربیتی"

This research aims to explore the potential for achieving epistemological tolerance through the constructive elements of Gadamer's philosophical hermeneutics and to discuss its educational implications.

The research employs conceptual analysis to clarify the meaning of concepts by examining their relationships. This method provides a detailed interpretation of Gadamer's views, uncovering his philosophical assumptions about epistemological tolerance, leading to educational implications.

Resalts:

The study investigates the construction of epistemological circuits based on Gadamer's hermeneutics. Through conceptual analysis, it elucidates his philosophical assumptions about these circuits and their relationship to epistemological tolerance. While the concept of epistemological tolerance can be ambiguous, this research provides a clearer understanding. Gadamer's hermeneutics is seen as beneficial for fostering epistemological tolerance. In today's educational landscape, cultivating epistemological tolerance through Bildung is crucial for comprehension.  A cohesive social education system should acknowledge the mutual rights of individuals. Gadamer's ideas prompt us to consider different viewpoints, encouraging constructive dialogue for seeking truth.Keywords: epistemological tolerance, bildung, Gadamer, understanding, dialogue.

Teaching is an experience that involves careful and sensitive listening to others. We are present in a world where we create each other, and a teacher who looks at the differences of students with an open mind transforms the teaching process. The teacher builds a bridge to provide the necessary space for learning from others and moving from the concept of "I" to "we". Therefore, teacher education and training should be considered a hermeneutic relationship that is a productive relationship, which is necessary for transformative learning based on epistemological tolerance. Gadamer's philosophical hermeneutics introduces us to strategies that will lead to students' understanding and acceptance of the other.

Philosophy for children is a trend whose most common approach is that of Matthew Lipman, which focuses on increasing logical thinking skills. Lipman’s thought is more comprehensible in analytic philosophy, but restricting this program to the growth of rational reasoning and thinking alone is not compatible with Heidegger’s view of philosophical hermeneutics, which places philosophy on a hermeneutic basis. Heidegger aimed to open a new way in philosophy based on efforts to understand the meaning of existence through hermeneutics. That being said, how can a hermeneutic reading of a P4C program be presented in the light of Heidegger’s thoughts? The present study attempts to examine and analyze the P4C program from the perspective of Heidegger’s philosophical hermeneutics in terms of “understanding” and “thinking” as the two main components of this program. To achieve this goal, the analytical-inferential research method has been utilized. Based on the theoretical foundations of Heidegger’s philosophical hermeneutics, a model was proposed that indicates how understanding and thinking occur in this program. The results of this study show that under Heidegger’s views, theorizing, researching and planning for the P4C program will have an ontological, thought-oriented and questioning nature.

Refinement, as one of the characteristics of a competent school, provides the ground for the realization of the levels of education. Dewey also introduced and considered the environment and its purification as an intermediary tool in the transfer of knowledge. Today, with the advent of technology and cyberspace, the educational environment has become wider than before and more efficient attention to environmental purification has become more necessary. The breaking of the structures of "far, near" and "forbidden, permissible" in today's educational environment, led us to epistemologically, the subject of refining the educational space of the educator, in accordance with the virtuous knowledge of educational philosophers, especially Mulla Sadra. Since the basis of Mulla Sadra's epistemological views was the development of human consciousness from knowledge to understanding, and knowledge of the skill type was considered as the knowledge of the cognitive agent. Therefore, in this study, the process of improving the refinement of the educational environment from the level of knowledge to the degree of understanding and skill was studied. This research was investigated by analytical and combined methods in the field of environmental and teacher characteristics to the elements involved in purification and virtue-based purification process. The research findings showed that purification based on virtue can enhance the student from purely theoretical intellect and lead to participation and action with enthusiasm and will, which is the product of understanding.

It is been long time that the way of the education of history and its methods in the West was considered by the experts in history and social sciences. Given that, one can not find such an effort in our academic tryouts and we are just at the beginning. This way, in our country, has been started by translations in the field. However, in addition to usual methods of historical education either in Iran or West, historical fictions including historical novels are less considered by the teachers. Textbook sources are the only sources for enhancing the understanding of students which can be examine by academic surveys on the interest of students in history. Those would show their understanding and interest to history. We suggest that historical fictions, because of their flexibility and narration, can enhance the understanding of students and increase their interests to the course. The article tries to touch the advantages of historical fictions for the education of history and its role to enhance the understanding of students on the one hand, and to introduce some historical fictions on the other.

Preconceptions and biases as problems and challenges in the process of people's thought face them with a lot of difficulties in analyzing, explaining, and interpreting affairs and issues. The aim of this study is to investigate the role of self-imposed exile to overcome the preconceptions of understanding based on Wittgenstein’s later thought and to draw its educational implications. This qualitative research utilized a descriptive, analytical, and interpretive method. In the first step, the definition of understanding from Wittgenstein's point of view is discussed, and in the next step, it is made clear how people's understanding and attitude depends on their "world-picture", and how its formation begins from the early stages of life. It is also argued that if the world-picture is a result of persuasion and does not meet the requirements of language games, one's thoughts and insights will be limited by preconceptions. Then, the self-imposed exile as a strategy derived from Wittgenstein's later philosophy is introduced as a solution in order to overcome the preconceptions and the spirit of the times. Finally, the effects and educational implications of self-imposed exile are inferred, and it is discussed how self-imposed exile would work effectively in order to overcome the preconceptions of thought.

The aim of this mixed study was determining the understanding and perception of Agriculture and National Resources students of Razi university about biodiversity and the factors affecting it. Due to the increasing loss of biodiversity and the role of humankind to reduce this process, students of agriculture and natural resources were examined. This study was a qualitative-quantitative research. The population of this qualitative research was biodiversity experts in Kermanshah province and the method was snowball sampling. The population in quantitative part of the study was undergraduate, master's and doctoral students of agriculture and natural resources of Razi University (N=1718), that 323 of them were selected using stratified random sampling. Quantitative data were collected by in-depth semistructured interviews and quantitative data were collected by a self-made questionnaire. Qualitative results showed that for the study of the students understanding of biodiversity, 5 main categories including the concept of biodiversity, the importance of biodiversity, protection of biodiversity, threats to biodiversity and human responsibility for biodiversity should be investigated. Quantitative results showed that students’ understanding of biodiversity and its categories is in an undesirable situation. In terms of field of study, educational level, age, and marital status, there were significant differences between students' understanding of biodiversity.

The main objective of this research is to explore functions of question in the understanding process and features of teacher and student as a questioner. To reach those objects is used conceptual elaboration and deductive method. So according to study question has a key role in the understanding and has some tasks in its steps: Enable pre-understanding and prejudices, challenging text in the detailed faced whit it, second facing of reader whit himself based on text’s questions, faced of reader whit the text based on question of experience of the present. In these steps we can use different kind of question such as: stereotype breaker, creating meaning, creating horizon and subsequent. Also according to Gadamer’s views both teacher and student are questioners that must be openness, assertiveness, truth-seeking and acceptor truth.

The present study is an attempt to investigate the concept of game according to Gadamer’s philosophical hermeneutics and its implications in the acquisition of consciousness/understanding as educational concepts. A descriptive، conceptual and comparative analysis methodology has been applied to meet this goal. The results proved that applying Gadamer’s game theory، and its follow-up (subsequent) Gadamerian dialog-i. e. dialog via the unbiased dialog game- is an appropriate method in facilitating learning. This can be a decisive step toward enhancing the learners’ consciousness،which isthe prerequisite of education through understanding، making sense of، translating، and interpreting the (con) text.

This survey aimed at investigating the third grade high school student's attitudes towards the course of “Religion and Life” in Neyshabour city, Iran. Among all the third grade high school students of both genders studying in the fields of Sciences and/or Humanities during the academic year of 2010-2011, about 323 students were randomly selected through stratified sampling. They completed 3 related questionnaires. The Attitude towards Religion and Life course Questionnaire had 3 components: importance, attractiveness and understanding of the subject matter. The results indicated that the participants had relatively positive attitudes towards the attractiveness, importance and understanding of the course. According to the t-test results there was a significant difference between male and female students with females having relatively negative attitudes toward the subject matter in understanding and importance components. No significant difference, however, was found between them with regards to the importance component. Considering the effect of student's socio-economical status on their attitudes, the wealthy ones had relatively negative attitudes in the component of attractiveness, and the poor ones had relatively negative attitudes in the component of understanding, respectively. There was no significant difference between these two groups in the importance component. Regarding the effect of the study field on the participants’ attitudes, there was no significant difference between the students of the two fields in the components of importance and understanding, but those studying in the science field had relatively negative attitudes in attractiveness component. According to the results of Pearson correlation, the relationship between the attitude to the teacher and religious identity and the attitude to the course was positive. There was no relationship between the participant's mean scores and their attitudes to the course. The results of regression analysis showed that:1) in the attractiveness component, the higher effects belonged to the religious identity, attitudes to the teacher and gender respectively,2) in the importance component, the higher effects belonged to the religious identity and attitudes to the teacher, and3) in the understanding component, the higher effects belonged to the attitudes to the teacher, gender, religious identity and socio-economic status.

One of the important occurrence and officering in current history of which exist of Renaissance and major effective in existing new direction in the science، is hermeneutics (interpretation). Hermeneutics is well accepted in among some of current scientist. In this paper، history past، branches and also، some of the major thinkers is represented in this School. So، fundamental aspects of Ricoeur’s hermeneutic method is analyzed for understanding and interpretation courses texts and the hermeneutic method effective represent in the education. On the basis of Ricoeur’s idea، information is imposed، but con not imposed understanding because it must is generated of inside. With respect to the hermeneutic method، understanding courses text accomplish in the 3 ways. 1-explanation 2-understanding 3- appropriation، which Ricoeur called it hermeneutic arc. In the first way، explanation، interpreter explores about this question which courses text tells something? And examine text inside nature. In the second way (understanding)، interpreter explore about this question which course text speak about something?، and do all of the endeavor to restore course text out ingredient at relation to live and reach for deeper understanding. In the third way (appropriation)، interpreter appropriate course text world for themselves. Thus، expanded interpreter horizon (knowledge and perception). So، interpreting course text is process for which it unfold new mode of them understanding. In respect to hermeneutic method for understanding course text (hermeneutic arc) radial idea in the Ricoeur’s hermeneutic is which education and learning is active process. Hermeneutist teacher has accepted innovative and provided freedom in the class، and student is courage do in rummage croup at searching course text meaning with regard to the hermeneutic method.

The present study aims at investigating the philosophical foundations of three researchapproaches as explaining, understanding and critique and analyzing the role of each in theeducational research. The research method is comparative analysis. In the paradigm ofexplaining, by accepting the independent existence of universe from the human being,social universe as following natural universe and also the separation of reality and value,truth is evaluated in relation to reality. Therefore, the aim of educational research is thecausal explaining and prediction of future behavior based on the present behaviors. In theparadigm of understanding, by accepting the basic differences between the social andnatural sciences, the emphasis turns to the twofold importance of interpretation: in theprocess of educational research, defining the human behaviors is done by a researcher who is the interpreter and the definer. With an emphasis on the role of understanding in any research, this paradigm is criticized. Also the human beings look for changing the universe for obtaining more freedom and justice and the approach to this aim is critique. Finally, the continuum approach is selected as an alternative for paradigm approach, and is discussed that any educational research includes explaining, understanding and critique.