جستجوی مقالات مرتبط با کلیدواژه "wisdom)" در نشریات گروه "علوم تربیتی"

The purpose of this research was to present a structural model of wisdom based on emotional compatibility and self-coherence, emphasizing the mediating role of the experience of infatuation.

The descriptive research method was of the correlation type (structural equations). 200 female undergraduate students of Tolo Mehr University of Qom were selected according to the entry and exit criteria using multi-stage cluster sampling. The tools used in this research included Ardelet's wisdom scale (2003), Rabiot et al.'s emotional adjustment scale (2007), Antonovsky's sense of coherence scale (1987), and Jackson and Eckland's fascination experience scale (2002). In order to analyze the research model, the structural equation model was used using AMOS24 software.

The findings showed that emotional adjustment (P = 0.001, β = 0.54), self-coherence (P = 0.017, β = 0.30) and the experience of infatuation (P = 0.016, β = 0.30) β =) had a positive and significant effect on wisdom. Self-coherence had a positive and significant effect on the experience of infatuation (P = 0.001, β = 0.34); But emotional compatibility (P = 0.698, β = 0.06) did not have a significant effect on the experience of infatuation. The indirect results of the research model showed that self-coherence had an indirect effect on wisdom through the mediation of infatuation experience; But emotional adjustment did not have an indirect effect on wisdom through the mediation of infatuation experience. Overall, the results showed that the model had a good fit.

Therefore, it is possible to evaluate the effectiveness

This study aimed to compile and validate the life skills training package based on wisdom components in Ferdowsi's Shahnameh and its effectiveness on the meaning of life, interpersonal intelligence and emotion regulation in adolescents. In terms of objectives, this mixed-methods study was basic research in the first phase and applied in the second. A combination of grounded theory and quasi-experimental methods was used for this purpose. The statistical population in the first phase includes the complete text of Ferdowsi's Shahnameh, Jalal Khaleghi Motlaq, while high schools' students in Tehran were the target population of the second phase. Statistical sample was selected by census for the first phase. For the second phase, 40 students were randomly placed into an experimental and a control group. The experimental group received 13 wisdom-based life skills training sessions. The research tools included the interpersonal subscale of Multiple Intelligence Survey developed by Chislett and Chapman (2006), Steger’s (2010) Meaning of Life Questionnaire and Garnefski and Kraaij (2001) Cognitive Emotion Regulation Questionnaire. Findings confirmed the validity of and reliability of wisdom-based life skills training package. Also, MANCOVA showed that the experimental group scored higher in terms of meaning of life, interpersonal intelligence and emotion regulation than the control group. As a result, wisdom-based life skills training package can be a practical tool for psychologists and counselors to train adolescents to have a better life.

The current research is of the type of basic-applicative goal, the applied qualitative approach, and the type of research synthesis and the strategy used is meta-composite. The scope of this research includes all articles and theses published in 20 years (2003-2023). 42 articles were selected by sampling to the extent of data sufficiency. The data collection tool has been a slip of the results and findings of the articles. The reliability of the extracted codes was done using two expert professors. The nuclear category was done. In general, the results of the research showed that the dimensions of rational school leadership included (justice-centered, wise decision-making, wisdom, philosophical spirit, God-centered motivation, logical judgment, and transcendental ethics).

This research aims to explore the transition from knowledge to wisdom in the realm of Iranian school management and to elucidate how practical wisdom can fundamentally transform this field. The interpretive approach used in this study involves deep and philosophical analysis of documents and texts through a library-based method, as well as direct observations in school environments. Philosophical and managerial theories, particularly the views of Nonaka and colleagues, served as the intellectual pillars of this research. Initially, a literature review and document analysis were conducted to extract theoretical foundations and research background. Subsequently, qualitative data were collected and analyzed through direct observations and discussions with experts in philosophy, social sciences, and education. The findings of this research highlight the vital role of practical wisdom in school management and its impact on enhancing educational processes. These findings identify the challenges and opportunities in transitioning from knowledge to wisdom and illustrate examples of the practical application of these concepts in school settings. The results indicate that practical wisdom can enable school managers to make wise and ethical decisions, creating a dynamic and supportive environment that fosters the development of wise, responsible, and aware students. The study also emphasizes the importance of organizational culture in facilitating the implementation of practical wisdom in schools. This research serves as a call for future investigations into practical wisdom and school management, aiming to strengthen and develop wise leadership in schools. Ultimately, the findings of this research are expected to pave the way for a profound and fundamental transformation in educational systems, aiding managers in making superior and more ethical decisions.

The aim of this research is to present the principles of wisdom education based on the dimensions of wisdom in Islamic thought. Two steps have been taken to achieve this goal. In the first step, the perspective of the Holy Quran (as the main source of Islam) regarding wisdom has been examined through the method of conceptual analysis in order to determine the dimensions of wisdom from the perspective of the Holy Quran. Among the dimensions of wisdom from the perspective of the Qur'an are "Thinking (in the creation verses or the wonders of creation)", "Scientism (scientific support) and avoiding idealism", "Remembering (vigilance)", "Free thinking and avoiding imitation", "screening and following the best", "taking lessons", "futuristic and future-thinking", "existential coherence (harmony of science and speech with action and behavior)" and "piousness (self-respect)". In the second step, with the analytical-inferential method, from the combination of the basic goal of education from the perspective of the Qur'an, which is wise action (the introduction of norms) with the dimensions of wisdom in the Qur'an (realistic propositions), the principles of wisdom education (proposition- prescriptions), were deduced and compiled. Among these principles are "teaching purposeful and guided thinking (intellection)", "encouraging learning and providing evidence (mentioning reasons for matters)", "remarking", "cultivating critical thinking", "teaching and grounding for comparing and assessing and choosing the best", "Edification", "Teaching tact (to think deeply and planning) and prudence", "Practical commitment to knowledge and speech" and "Strengthening the will and refining the self".

The research was carried out with the aim of investigating how to realize justice according to Mulla Sadra's point of view. To achieve the goal of the research, Mullah Sadra's works as a society and cases in Mullah Sadra's works in relation to the objectives of the research were examined through purposeful sampling as a sample. The approach used in the research is fundamental and qualitative. Conceptual and inferential content analysis method was used in the research. In order to analyze data, integrated content analysis method (inductive-comparative) was used. The obtained results show that the concept of justice in Mulla Sadra's view is a continuous, continuous and questionable movement until the soul receives what it has the competence and talent for and manifests the divine attributes. The true talent of man is to become God-like, and in order for man to be on the path of becoming God-like, his training in the four areas of his relationship with God, himself, people, and being in the direction of becoming God-like, as well as responding to the basic needs of humans in the direction of realizing justice It is important in society. Mulla Sadra believes that wisdom characterizes a person as justice, with justice in existential dimensions, a person is characterized as wisdom, and a wise person is just and establishes justice in society.

The European medical society no longer believes in the independence of experimental sciences from the humanities. This idea began with Bacon's empiricism and Descartes' dualism, and made medical education away from a comprehensive view of man and the teaching humanities to medical students is an undeniable necessity. Paying attention to the necessity of this connection can once again become the origin of scientific production and the cooperation of the universities of the Ministry of Science and Health in the educational planning of medical humanities by using the background of medical wisdom for the purpose of explaining the position of medicine, creating educational-research institutions, and paying attention to interdisciplinary and medical humanities curriculum can be a scientific and intellectual rise in the incorporation of humanities medical education. Through library research the relationship between humanities and medical knowledge of western thinkers and the thought and life of doctors of Iranian-Islamic culture was investigated to highlight the necessity of the fundamental connection of humanities and medical sciences curriculum

The study of positive psychological variables such as wisdom and self-transcendence have recently been the focus of psychology research. The purpose of the present study is to examine the structural relationships between the components of wisdom and self-transcendence in the form of a latent model. To this end, Levonson's self-transcendence questionnaire (2005) and wisdom self-assessment scale (Webster, 2007) were used to conduct the research. The statistical population of the current research included the citizens of the city of Shiraz over 18 years old, of whom 338 people were selected by random multi-stage method. After analyzing the data, the results indicated a correlation between the components of wisdom and self-transcendence and the analysis of the structural model using Amos software suggested that Wisdom is a positive and significant predictor of self-transcendence (p=0.001, β=0.78), predicting 61% (R=0.61) of the changes in its transcendence. According to the results of this study, since self-transcendence is predictable through wisdom, it is recommended to cultivate wisdom by holding educational workshops in various organizations and institutions, so that by making the people of the society wiser, their growth and transcendence will be furnished.

The present research was conducted with the aim of examining the effectiveness of mindfulness training on the wisdom and academic persistence of female students of Amol Farhangian University. The research was aplied and semi-experimental with pre-test, post-test and a control and an experimental group. From among the statistical population of the study, a sample of 30 female students was selected through g power software in the academic year of 2021-2022. To collect the data, the five-factor mindfulness questionnaire of Baer et al. (2006) was used. Also, Ardelt's three-dimensional wisdom questionnaire was used to measure respondents’ wisdom. Additionally, Martin and Marsh's academic persistence questionnaire was utilized to measure academic persistence. Subjects of both groups completed questionnaires in three stages: pre-test, post-test and follow-up. After the pre-test was conducted, the experimental group was subjected to the educational intervention of mindfulness skills, while no such training was given to the control group. Descriptive and inferential statistics were run for data analysis via SPSS. The results showed that there is a significant difference between the mean scores of the two groups that indicates the effectiveness of the training program.

In psychology, wisdom is considered as a personality trait, cognitive ability or a combination of both. There is a relationship between wisdom and God-awareness in various researches, and both of these are grounds for moral development in adolescents. The purpose of this study was to investigate the causal model of the notion of GOD and moral development with mediating role of wisdom of gifted students. The research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students who were studying in the academic year 2021-2022. The statistical sample size was determined 160 people, which was done by Random cluster sampling method. The instruments used in this study were Wisdom Scale (SWS), Moral Development Scale (MDS) and Religious Status Inventory (RSI). Data analysis was performed using structural equation modeling statistical method. The proposed model had good fit (more than 90 percent). All direct correlations were reported significant. Moreover, indirect paths between the notion of God and moral development through the mediation of wisdom were significant (β=0/54, P >0/05). Therefore, to promote moral behavior, it is recommended to emphasize the strengthening of wisdom and the notion of God in education and training programs and particular counseling and God awareness of adolescents should be considered.

The purpose of the present study was to assess the effectiveness of wisdom training in self-directed learning and its components in students. This research was applied and quasi-experimental with pre-test, post-test and a control group. The statistical population included students of of Allameh Tabataba'i University in the academic year 2021-2022, among whom 30 students were selected by convenience sampling method, and divided into an experimental group (n=15) and a control group (n=15). The data collection tool was Fisher et al.'s Self-Directed Learning Readiness Scale (2001) and the wisdom training package of Daneshpayeh and colleagues (2022). The experimental group received 10 sessions of wisdom training. The data were analyzed using the analysis of the covariance test. The results showed that wisdom training was significantly effective in increasing self-directed learning, self-management, and students' desire to learn, but had no significant effect on the self-control dimension. Accordingly, wisdom training can increase students’ self-directed learning. Hence, it is suggested that professors and teachers master the skills required for wisdom training, and transfer them to the learners.

The purpose of this research is to explain wisdom through the attitude toward time and aesthetics in female students of Farhangian University of Khorramabad. For this purpose, a sample of 200 female students based on Karjesi and Morgan's table, using simple random sampling method and Webster's wisdom self-assessment scale, Worrell and Mello’s  Attitude toward time questionnaire, and AbdulMaleki et al.'s aesthetic sensitivity test were implemented on them. The data were analyzed by structural equation analysis using Lisrel software. All three hypotheses are confirmed, wisdom in female students has a positive significant relationship with positive Attitude toward time and aesthetics and a negative significant relationship with negative Attitude toward time. From the findings of the research, it is concluded that the ultimate goal in the university should be the development of wisdom skills. Because this can have a very important impact on the future choices of students, and wisdom can be developed through the development of aesthetic skills and the ability positive Attitude toward time.

The present study tried to achieve a conceptual model of wisdom and examine its validating through three methods of linguistic semantics, grounded theory, and survey descriptive method. By reviewing the concept of wisdom in the fields of vocabulary and psychology, 23 primary concepts related to wisdom were identified in Islamic sources. After analyzing content validity, nineteen concepts were left out of 23 concepts. In the phase of collecting the documents, there were 2149 data resulted from seeking the data related to nineteen concepts which were screened in the two stages of book weakness and the lack of conceptual relevance. It resulted in omitting 1039 documents and leaving 1110 Islamic data as well as twelve concepts for modeling. These concepts, including reason (Aghl), intellect (Hekmat), distinction (Tamiz), knowledge (Marefat), science (Elm), mental processing (Pardazesh Zehni), understanding (Fahm), insight (Basirat), acumen (Ferasat), perspicacity (Kiasat), Fiqh, ingenuity (Fetanat), and sagacity (Zekavat), were analyzed using grounded theory in the four stages. By the judgmental sampling, 1276 primary open codes, 344 centralized open codes, 84 axial codes, and 19 core categories were identified. The proportionality among the core categories and comparing them with the documents showed that Islamic wisdom consists of ten conceptual elements, including knowledge (Danesh), distinction (Tamiz), mental processing (Pardazesh Zehni), control (Mahar), certainty in action (Etghan dar Amal), perspicacity (Kiasat), acumen (Ferasat), insight (Basirat), Fiqh, and cleverness (Tizfahmi). These elements were analyzed by eleven experts and Content Validity Index (CVI). In addition, the experts confirmed the validity of elements.

The current study aimed to identify underlying and intervening factors influencing the promotion of pedagogical wisdom in Iran's higher education system. The study analyzed data and evaluated underlying and intervening factors in promoting pedagogical wisdom in the higher education system of Iran by using MAXQDA software and through employing a qualitative approach and relying on the Strauss and Corbin (2007) data theory strategy and using the open, axial, and selective coding style. The data was collected through semi-structured in-depth interviews with 16 experts and managers with relevant experience in the higher education system. This study employed theoretical and snowball purposive sampling until theoretical saturation was achieved. According to principles of grounded theory, the research identified local (structure of the higher education system, academic culture, adaptive university, intelligent academic leadership, and pedagogical knowledge) and intervening (personality traits, conflicting goals, cognitive complexity in university, academic inertia, knowledge sharing behavior in higher education and required competencies) factors in promoting pedagogical wisdom in Iran's higher education system.

Acceptance of complex and creative thinking to demonstrate knowledge from several perspectives is effective in cultivating wisdom in higher education, which provides the basis for the promotion of pedagogical wisdom. The present study aimed to design a model for Promoting Pedagogical Wisdom in Higher Education. The research method is qualitative and based on Grounded Theory. Semi-structured interviews were used to collect data and data analysis was performed by Strauss and Corbin method(2007) and paradigm model. Sampling was done in a theoretical way using targeted (judgmental) and snowball (chain) techniques, based on which 16 interviews were conducted with experts in the field of educational management and current and former directors of higher education. The results of analyzing the data obtained from the interviews during the open, axial and selective coding process and using Maxqda software to create a model for Promoting Pedagogical Wisdom in Higher Education based on the Grounded Theory of the foundation including 6 main dimensions, 38 sub-dimensions and 180 conceptual characteristics led.

The present research is fundamental in terms of purpose and qualitative case study in terms of research method. According to the purpose of the study, which was to identify the factors affecting wisdom-based leadership from the perspective of Islam in schools, the statistical population included researchers, founders, principals and teachers of special schools. The research tool was semi-structured in-depth interviews. the data were analyzed using thematic analysis. reasercher were used to measure the validity of triangulation and the reliability of the interviews was estimated to be about 80% through the reliability of retesting. The findings indicate that Factors of Influencing to the wisdom-based leadership is composed of 2 factors (Inside school and out-of e school) and 10 components. The present model can guide leaders in dealing with complex and multidimensional issues in educational environments to enhance wisdom through self-promotion, training of qualified teachers, and selection of talented students and with regard to student identity capital and ethical considerations in the workplace. Helping and focus on extracurricular issues such as constant interaction with the environment, attention to family and community culture for the sake of expressing wisdom. Environment conditions and take into account the realistic strengthening in all aspects of the educational environment.

The purpose of this study was to investigate the criteria of wisdom in Islamic teachings. The research method is qualitative with a customary or conventional content analysis approach. The research community included all the narrations of Arba'a and Bihar al-Anwar books. Targeted method is used for sampling and description, comparison, categorization and conceptualization are used for data analysis. The findings indicate that the components of wisdom from the point of view of Ahl al-Bayt are a set of intrapersonal (with 37 components and 166 sub-components) and interpersonal (with 27 components and 146 sub-components) characteristics and in relation to the world (with 8 components and 2 sub-components). Component), in relation to the Hereafter (with 4 components and 12 sub-components) and in relation to God (with 7 components and 45 sub-components). The multiplicity of intrapersonal and interpersonal components indicates the importance of the legislator to ethics and human relations. Also, 30 articles and specialized books related to wisdom in the field of psychology from 1990 to 2020 were reviewed and coded openly, centrally and fundamentally and compared with the revelatory perspective, and it was concluded that in the revelatory perspective, contrary to the achievements of psychology , There is a convergent value determination and attention to good and bad; The focus of this convergence is "God" and "attention to others." Therefore, the revelatory paradigm is positivist and the achievements of psychology are positivist. Because without a value system and divergent, it has determined the components and its focus has been "human"

The present study aimed to analyze the content of elementary school social studies textbooks based on Webster's wisdom theory in order to assess students' readiness to face with the world affected by the coronavirus pandemic. This research was fundamental in terms of purpose and descriptive in terms of nature. The statistical population included third to sixth grade social studies textbooks. In order to collect data, the Census method was used. The unit of analysis was the pages (text, chapter titles, image, questions or activities). The research tool included a checklist based on the five dimensions of Webster's theory (2007). Findings showed that in designing social studies books, only the dimension of openness to experience has been considered enough; While the dimension of humor and reviewing memories and reflection has been neglected in almost all grades, and emotional regulation has not received much attention in other grades except in the third grade. Attention to the dimension of challenging experiences was appropriate at other levels except the fourth grade. Shannon entropy represented a high information load for all dimensions and special attention to the components of memory review and reflection, emotional regulation and challenging experiences. The results of the research showed that filling the gap between the elementary grades in terms of wisdom dimensions and designing the content of books in order to cultivate wise, innovative and empathetic students to live in the current turbulent world is a great mission for educational institutions that it has been neglected somewhat.