جستجوی مقالات مرتبط با کلیدواژه "نظام تربیتی" 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.

What, despite all the reforms, has made Iran's education system ineffective is the dominance of a "discourse" over a reform that has mostly led to the "re-territorialization" that prevents the emergence of real reforms in the education system. The paradoxical aspect of this discourse is that on the one hand, the reform aims to create change and improvement in the educational system. On the other hand, by "re-territorialization", it creates new obstacles to real reforms that experience four decades of policy. In the Iranian educational system can be considered a clear example. This article by addressing the three important concepts of "territorialization", "de-territorialization", as well as the "re-territorialization", it seeks to explain the nature and function of governance in the "discourse of reterritorialization" "in three areas and also to provide a way out of it in order to achieve an efficient and self-organizing educational system on the other hand. Critical discourse analysis, concept analysis and re-conceptualization are the basis of the method of compiling this article. The findings show that as long as the re-territorialization is considered as a discourse of reform in the Iranian educational system, due to the paradoxical and anti-reform nature of this discourse, it will not be possible to achieve real reform in the educational system.

Reaching to civilization is a complex, time-consuming, and multi-faceted process requiring profound material and spiritual support. Meanwhile, what matters is how civilization can be realized. Hence, this research is intended to explain the type of training required for the establishment of modern Islamic civilization with emphasis on the idea of ​​the Supreme Leader. This is an analytical inferential research. The findings signified that the components of the realization of the modern Islamic civilization from the Supreme Leader's point of view include: spirituality, scientism, ethics, rationality, justice, unity, progress, continuous struggle and dynamism of culture. The results also indicated that the training based on the developmental documents of the country, paves the way for the realization of the modern Islamic civilization.

Basij-e-Salehin (Basij of the Righteous People) has been one of the transformational plans of the Basij Mostazafin Organization in the last decade. Some experts have raised up critical points about this training plan, especially on lack of planning for Basij’s activity and the training process of internal- oriented training of the members of Basij without considering the field of action. The answer to these problems can be considered at three levels including 1) the level of the main theory, which deals with the ideas and views of the administrators, 2) the performance level, which regards the enactment of the performers, and 3) the level of explanation, which refers to the organizational and educational documents of the plan. Researches have investigated and proved the existence of activity in theoretical and administrative dimensions. This research is aimed at consideration of the field of activities in the released documents and educational texts of the Basij Organization through documentary method and data analysis, and to identify the activities in this plan. Accordingly, 44 documents were selected by documentary method and snowball sampling technique, by analyzing of which through qualitative analysis, the researchers reached at 141 concepts and 20 categories. The analysis of these categories resulted in two conceptual models. The findings indicated that special attention is paid to this issues in the documents of the Salehin, so the problems raised are not defensible. The researchers finally suggest that the discourse of a correct understanding of be established to prevent the extension of the problems.

The implemented curriculum contains teaching-learning procedure performed between the instructor and the learner in an actual educational environment. Taking models from Imams’ practical approaches to education, especially that of Imam Sadigh (P B U H) as the forerunner of the ideal Islamic education is necessary for achieving a pure Islamic-oriented and monotheist curriculum. Having employed three methods including historical research, explanation of propositions, and using reverse order, this research reviewed Hadiths and supplementary resources as well as their interpretations related to the life and sayings of Imam Sadigh and his general educational approaches and the curriculum he has run practically. The researchers have identified and explained these findings using analytical and combinational perspectives. 16 categories in the form of objectives, content, teaching–learning process, and evaluation are identified in Imam Sadigh's implemented curriculum including training successors from talented students to lead the class, creating the situation for investigation, the importance of free-thinking in education, the evaluation system of the learners and the position of teachers, etc. In terms of combination method, the rule of monotheism and ethics can be observed in the implemented curriculum of Imam Sadigh's educational system. The requirements of movement of the educational system of the country towards receiving its model from Imam Sadigh's implemented curriculum is presented in the end.

Among the important missions of philosophers of education is the clarification of the relationship between technology and the education system. Some believe that technology should be considered merely as a means to serve the educational system (the approach of philosophy of "technological education"). In contrast, others believe that new technologies also inevitably lead to a system of education appropriate to their requirements (the approach of "technological philosophy" to education). Emphasizing the role of purely technological means, today, is the discourse governing the approach of education philosophers, especially in Iran, has become the symbol of the sovereignty of this discourse can be found in upstream documents for the education system of Iran was also witnessed. The critique of the ruling discourse governing the approach to technology in policy making in Iran's educationa system is one of the aims of the present article. Explaining, critique and critical analysis of approaches to relations between technology and education, and implications of each approach to the philosophy of education, including the methods are in the formulation of the article.

The purpose of this research paper was to review approaches dealing with "Philosophy for Children’s Curriculum" and selecting appropriate alternatives for implementing this curriculum in Iran. Qualitative research and analytical method was used. In the steps of study, at first philosophy for children’s curriculum, introduced by the Institute for the Advancement of Philosophy for Children was presented and its strengths and weaknesses was checked out. Then, the approaches and strategies dealing with this new educational program in Iran were analyzed. Finally, the appropriate solution for the application of this program in Iran was suggested. The results showed that considering the local conditions, culture and philosophy of the educational system of Iran, the philosophy for children’s curriculum has numerous strengths and weaknesses. Therefore, considering the strengths and weaknesses of this program, three approaches was identified regarding the implementation of this program in Iran. The first one was "the Knockout Approach" which considers "removing the program" strategy, due to the weaknesses of the program. The second one was "the Passive Absorption Approach" which emphasized "the full assimilation" strategy due to the strengths of the program. The third one was "the Localized Approach" that suggested maintaining, modifying, refining and developing the program, considering both the strengths and weaknesses of the program. Considering the weaknesses of the program, this approach protects the educational system of Iran from the probable disadvantages and it helps to develop a program, appropriate with Iran’s philosophical and native culture. Among the suggested approaches and strategies, this study offered a localized approach and the "maintaining, modifying, refining and developing the program" as an appropriate strategy for application of the curriculum of philosophy for children in Iran.

One of the problems that the educational system in Islamic countries encountered with them is dogmatism and consequently skepticism. This dogmatism and skepticism can be scientific, religious or philosophical. Due to these dogmatism and skepticism, educational systems go toward exclusivism in its educational goals and curriculum, or also go toward doubt or negation of the other educational programs and curriculum. In this paper, after of description and explaining of the mean, concept and typology of dogmatism and skepticism we try to analysis of the effects of dogmatism and consequently skepticism in educational systems in Islamic countries and finally try to present some approaches and procedures for solving those problems.