جستجوی مقالات مرتبط با کلیدواژه « فرهنگ ایرانی-اسلامی » در نشریات گروه « علوم تربیتی »

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

In the decades after the Islamic Revolution of Iran, fashion and clothing, despite their historical background, faced economic logic on one hand and special social and political considerations on the other, which has made them face many challenges. Accordingly, social institutions decided to direct the identity and culture of the society through propagation and cultural activities. The purpose of this study is to answer the basic question to what extent clothing manufacturers as an influential social institution play a role in creating and maintaining the culture of Iranian-Islamic clothing in society? The method of this research is qualitative, descriptive-analytical and consists of two documentary and field techniques. The results show that with the acceleration of changes and developments in today's world, along with the development and increase of technologies related to fashion and clothing, many opportunities have been provided for related and influencing factors on clothing, including manufacturers, and they are able to direct the culture and identity of the society by changing the production methods and designs. Achieving a value-based process in the intervention of underlying factors is the final result of the research, based on which it is necessary to use all available potentials to change the culture of using Iranian-Islamic clothing.

The aim of this study is to evaluate the value of using Islamic-Iranian cultural indices to design practices in lessons of architecture design introduction. For this reason, college of fine arts in Tehran University was selected as case study. The method of investigation was descriptive-analytical via taking photographs from courses held in ateliers, 5 and 6. This study was an applicable study in the terms of results. The statistical society was comprised of 44 teachers of architecture in Tehran and Tabriz universities, which was collected by random sampling method. The questions were categorized into three concepts of geometry, innovation, form and space and each concept was comprised of Islamic-Iranian architectural parameters. In order to investigate the content of questionnaires, CVR (content validity ration) was applied among 10 specialists and their stability was determined as 0.88 by Cronbach's alpha. The analysis was performed via descriptive methods of statistics and conclusive statistics in SPSS software. The acquired results demonstrated that Islamic-Iranian cultural indices were evaluated as weak (4.54%), medium (86.36%), and strong (9.1%). Based on detachments, Islamic-Iranian indices have been followed in architecture design intro, 3 with average of 64.94 and this parameter was followed in architecture design intro, 2 and 1 with average values of 49.05 and 39.26 respectively. Eventually, it can be concluded that a little variation by teachers in designing practices and including low score parameters to each of the three lessons could provide appropriate practices based on Islamic-Iranian cultures.

This study aims to provide an Iranian-Islamic model for a happy school for the elementary education system in Iran through a combined research approach, exploratory-sequential strategy, and tool development model. é

The method of inductive thematic analysis in the qualitative phase and the method of survey research in the quantitative phase were used. In the qualitative phase, the field of study was the Iranian-Islamic sources and texts relating to happiness and, in the quantitative phase, the statistical population of the study was all the principals of the elementary school in the country during this study. In the qualitative phase of the study, the sampling method was purposeful, and in the quantitative phase, that was a probability sampling method. Data collection tools in the qualitative phase of this study were documents and resources and, in the quantitative phase, the tools were questionnaires.

According to the findings in the qualitative phase, the study on the Iranian-Islamic happiness was done about three pervasive themes: inner happiness (vision oriented to happiness, character oriented to happiness and dynamism oriented to happiness), life oriented to happiness (happy life-world, spiritual and material well-being) and actions oriented to happiness (ritual, emotional, and social). é

The findings of the quantitative phase of this study indicate that the role of Iranian-Islamic happiness components in the realization of a happy school has been estimated above the average according to the statistical population of this study, and the Iranian-Islamic model for a happy school has a goodness of fit test.

Abstract: Cultural patterns could be expressed explicitly in the language and language teaching. Today the educational content of English textbooks has become a cultural tool which conveys the cultural content. This article examines the cultural content of ninth grade English textbook from the viewpoint of Iranian-Islamic culture, target culture and international culture. This analysis is conducted based on Brown (2012), Lee (2009), and cultural subcategories of Davari Ardakani’s proposal (2007). The research method is text based, non-experimental and descriptive, which is done based on content analysis. The corpus included ninth grade English textbook (prospect 3) with relevant workbook, published in 2015 (first edition). The units of analysis include vocabulary, visual and image themes and texts. The findings revealed categories of words, images and text including 427 cultural cases: 315 cases of which equivalent to 73.77% include culture and Iranian-Islamic ulture and identity.