جستجوی مقالات مرتبط با کلیدواژه "نظام تربیتی ایران" در نشریات گروه "علوم تربیتی"

The main goal of current research is deconstruction of the role of formal education in the Iran’s education system in the period of Islamic Revolution. Formal education by putting together the four dimensions of the formation of formal education, including structure, mechanism, valuation and educational activities, appeared almost from the middle of the Qajar period, and expanded considerably with its consolidation in the Pahlavi period The development of formal education continued after 1979, relying on the ideals of the Islamic Revolution, including humanization and human education. Increasing attention to the dimension of formal education in order to use its full capacity, while deepening the existing dualities of the education system, faced with the complete failure of goals and expectations. In this study, with a deconstructive approach, the dominant duality of the country's education system has been analyzed by examining the assumptions of the formation of formal education and the effective poles. The study of the Contamination of the poles related to both sectors shows the complementarity and necessity of both sectors, that by carrying out the reconstruction and using the capacities of both types of educational systems, there are many and multiple possibilities such as: access to educational justice, preparation for the conditions Especially, providing the context for the development of different aspects of the learners, realistic expectations and providing the context for accountability, acceptance of multiple cultural differences, change of master-servant schemas in education.

Having a clear set of basic Iranian students’ legal rights could serve as a practical guideline to commitments and responsibilities of teachers, administrators, and others dealing with education. To this end, all existing legal documents related to the topic were content analyzed. The result has been a set of fourteen principle areas which can be categorized into three subsets depending on the extent to which they are referred to and their source of extraction. One subset includes those that are clearly stated in the country’s official law, such as free access to basic education, physical education, and higher education. The second subset contains those rights confirmed in these same set of laws and include social security, freedom of choice as for the type and method of education, the use of mother language, academic security, equal rights, and freedom of socio-cultural and political activities. The third subset includes those that are clearly stated in the ministerial rules and regulations, such as the rights to artistic development, adequate leisure time facilities, academic guidance, and facilities for children with special needs. It is suggested that the derived conceptual model be reexamined by law experts and be modified based on their feedback.

The purpose of research is comparison of effective factors on education from the viewpoint of Ibn Khaldun and Sa'di The research tried to answer these questions: What are the effective factors on education from Ibn Khaldun and Saadi's point of view? What are the similarities and differences between Ibn Khaldun and Sa'di's views on effective factors on education? And Comparision of Ibn Khaldun and Sa'di's views, what teachings have in this field for Iran's educational system? In order to achieve the result, from among methods of research were used from comparative, analytical and derivational research methods.The findings show that view point of Ibne khaldun and Sa'di can divide under biological, sociological and psychological titles. Having a single view to man, believing in the acceptance of the environment, the acceptance of civil and social nature of man, the acceptance of the influence of government and rulers, the importance of teachers' influence, the single view on the factor of imitation, the impact of social and political conditions and having religious-social view were similarities between Ibn Khaldun and Sa'di's views. Sa'di's emphasis on inheritance, the wider scope of the environment's effectiveness in Ibn Khaldun's view, the differences in punishment and the applicability of Ibn Khaldun's view in effective factors on education were differences between Ibn Khaldun and Sa'di's views. Accordingly, it has been attempted to draw upon and present from the teachings of Ibn Khaldun and Sa'di for reproduction and modification in educational system of Iran.