جستجوی مقالات مرتبط با کلیدواژه "هویت ایرانی- اسلامی" در نشریات گروه "علوم تربیتی"

The purpose of this study was to investigate the views of experts on the factors affecting the formation of Iranian-Islamic identity of young people based on their lived experience. The method of this research was descriptive phenomenology.The research method was descriptive phenomenology and society including professors and experts related to the field of research in 2019. 11 experts were selected by purposive sampling method and in order to collect data, semi-structured interviews were conducted to achieve theoretical saturation. Data was analyzed by Colaizzi method and MAXQDA software. In the process of text analysis and coding steps, 5 general concepts and 12 subcategories were counted. The research findings express several concepts and categories including individual factors (developmental tasks, self-confidence), family factors (family growth-oriented function, efficient family characteristics and inefficiency of family relationships), cultural factors (opportunities and threats of the education system and cultural facilitators), social factors (respect for petty cultures and identity-making patterns) and political-economic factors (weak political trust and macro system supports). The results of this research can be used by professors, students and those involved in the higher education system and policy makers, planners and consultants in the field of youth.

The aim of study is Evaluation of the Iranian-Islamic identity Farhangian University student-teachers and provide a template for it. The research design is of a mixed type with the quantitative approach a survey on the status of Iranian-Islamic identity in a student-teacher and the qualitative approach provide a model for the Iranian-Islamic identity.The instrument is a researcher-developed questionnaire, the validity of which was verified by the experts and CVR and the reliability of which was 0.91 through Cronbach alpha.The statistical population of male and female student-teachers in Tehran comprised 2833, the sample of which (i.e.348 participants)was chosen through stratification to respond the questionnaire.One-sample t-test was employed to analyze the data.The findings revealed thatthere exist pitfalls in seven components: belonging to Iran, national heritage, national dress, self-sufficiency and moral ethics. In the method of synthesis, the statistical society consisted of all valid scientific articles in the field of Iranian-Islamic identity. According to systematic search in databases, 1075 articles were identified based on the indexes and, based on the exit criteria, 225 researches The final analysis was selected. To provide the required information, a worksheet designed by the researcher was used. To analyze the findings, a six-stage Roberts synthesis model was used using open coding methods. According to the findings The first question, the Iranian-Islamic identity model, whichincluding fundamentals, principles and method Based on the three philosophical fundamentals: anthropology, epistemology and value-recognition were presented.

A nation's identity is one of the factors in the formation of a society.In the current globalization era, enhancing the Iranian-Islamic identity is among the strategies to confront the cultural invasion against the Islamic Iran.A teacher plays a key role in the formation process of this identity among the youth. Obviously,teachers themselves should deserve and have the privilege of the mentioned identity to meet the objectives. The aim of stady is After delineating the philosophical fundamentals of this kind of identity,the research aims to study and pathologize the identity components among Farhangian University teacher_students and, accordingly, present strategies to enhance the relevant components. The research design is of a mixed type with the qualitative approach focusing on the delineation of the identity philosophical fundamentals and the quantitative approach surveying the pathology of the identity components among the teacher-students.The instrument is a researcher-developed questionnaire, the validity of which was verified by the experts and CVR and the reliability of which was 0.91 through Cronbach alpha.The statistical population of male and female teacher-students in Tehran comprised 2833, the sample of which (i.e.348 participants)was chosen through stratification to respond the questionnaire.One-sample t-test was employed to analyze the data. The findings revealed that teacher-students achieved %85 of the components of the three philosophical fundamentals: anthropology, epistemology and value-recognition. However,the results of pathology showed that there exist pitfalls in seven components: belonging to Iran, national heritage, national dress, self-sufficiency and moral ethics.The paper ends with some suggestions regarding the relevant strategies to reinforce the identity.