جستجوی مقالات مرتبط با کلیدواژه « قدرت » در نشریات گروه « علوم تربیتی »

In Iran, many years before the advent of Islam, attention has been paid to trade and sea power. In Islam, since the early years, this importance has been accompanied by ups and downs during the time of the Holy Prophet (PBUH) and after him. In this research, this trend has been investigated and analyzed in the form of the theory and jurisprudential rule of the negation of the mustache. The question that is raised is, what is the role of Iranian-Islamic naval power based on the jurisprudential rule of Nefi Sebil? The obtained results show that both in the ancient period and in the Islamic period, attention was paid to the capacity and power of the sea, and during this period, attention was sometimes paid to the negation of the mustache and the lack of dominance and superiority of foreigners in this geographical area. The method of conducting this research is descriptive-analytical and library method. In this regard, researches and articles have been carried out, and the superiority of this research is the integration of the sea power of Iran and Islam and its reliance on the jurisprudential rule of negation of the mustache, one of the important rules of negation of the superiority and dominance of non-Muslims over Muslims, which in the period after the Islamic Revolution, is always It has been emphasized by the supreme leaders of the revolution.

This article examines the weakness of society in formal education policies in Iran as a threat. In different contexts and periods, a pattern of education often appears in the service of the individual, in the service of society, or in the service of government. In this article, by reviewing the lineage of Iran's formal education system in historical events and dominant rationality, we examined if the weakness or absence of society in Iran's formal education system before the Islamic Revolution has prevented the possibilities of formation of a unified collective identity. The findings showed that the content of the courses and the rationality of the educational programs acted in the direction of identity assimilation by eliminating the capital of identity pluralities. In addition, it is revealed that geography produces a special imagination that produces a kind of ethnic nationalism. The history lesson tries to construct a collective identity based on race by presenting an idealistic and mythical narrative of ancient history and a selective approach to historical periods and personalities. In addition, uniformity, by transcending geography and history, by spreading to all the objective and mental realms of the student, penetrated language and culture.

Power and authority are important issues in social science that refer to the capability of the manager and powerful leader and authority figure to draw the leadership pattern(model). But what causes it to be in a vacuum and confusion is the progressive process of this category. Some believe that political problems are important, some believe in the priority of the cultural and social problems others believe the foundation of the economic problems, and some others educational and scientific problems are a principle. The aim of this research is to the progressive process of power and authority by observing the thought of Imam Khamenei. The method of this paper’s aim is basic, from the point of types of data is the fundamental conceptualization and the method and strategy are descriptive-analytic from the point of tool is a documentary. The proofs show that the progressive process of power and authority is discussed in individual, political, social, cultural, and economic dimensions. The result states that the progressive process of power and authority is possible through science and research, spirituality and morality, justice and combating corruption, independence and freedom, national honour, foreign affairs, enemy lines, and lifestyle, the progressive process of power and authority starts from science and includes culture, economy, and at the end at the area of politics in order of priority.

Based on the grounds giving form to teachers' professional identity in Iran's educational system, the present study aims to provide a framework to portray, with a power-based approach, the various kinds of professional identity which can be perceived for Iranian teachers. For this purpose, narratives were collected and the discourses were analyzed, which led to different kinds of issues regarding teachers' professional identity, all of which pointed out the influence of power in the creation of identity. Then, in order to organize the findings in accordance with an established theory, Michel Foucault's views and his approach to critical discourse analysis were used. Using documentary analysis, an episteme-like two-dimensional matrix was devised as a framework to display the various possible identities for teachers in the context of Iranian education. One dimension represents the elements constituting the powers residing over teachers' professional performance, while the other dimension depicts the different reactions teachers showed to these elements of power. When these dimensions meet, possibilities arise, each of which can symbolize teachers' identity. Therefore, the different kinds of identity systematically placed in the matrix-like framework of "power like protection" can be regarded as the main findings of this study, which can prove useful when it comes to explaining the range of changes in teachers' identity based on changes in power relations.

Academic research is usually done in groups, teams and collaboratively. Researchers in this process have different identities, positions, abilities, personality types, desires and aspirations. Hence, power relations and inequalities in this process are its inherent characteristics. Since the students in terms of power, mainly with respect to other actors such as professors and administrators are less powerful, it is important to understand their experiences than other actors. Therefore, the main purpose of the research is to identify evidences of the exercise of power in the research process, based on the views of students and graduates.

Since the exploration and description of the experiences of students and graduates from the exercise of power in the research process has been the purpose of the research, the research plan is qualitative using descriptive phenomenological method. In this research, graduate students have formed the study population. The sampling method of the present study is non-targeted and criterion-based. Based on this, students and graduates participated in this research to have the criterion of team research experience, availability and agreement to conduct the interview. A semi-structured interview was conducted with 19 students and graduates of the University of Tehran. In order to analyze the data, the Stokes-Colaizzi-Kane analysis method was used.

Students and graduates of the University of Tehran understood Exercising Power in the Research Process through collusion, misbehavior, discrimination and injustice, bullying, abuse of position, breach, inadequate/ inappropriate supervision, and immoral authorship. According to the research findings, the selection of a supervisor through department lobbying, zigzag authorship, factionalism in accepting articles in research journals, are the most important sub-themes of the collusion; maximum student participation and maximum benefit of the professor from the research privilege and exploitation of the student by the professor are the most important sub-themes describing bullying in the research process; abusing the student by the professor because of his or her ability to write articles, abusing the student's respect for him or her to determine the order of the authors by the professor, abusing the student's need for research by the professor, the referee's biased interference in student references, immoral acquisition of authorship credibility by the professor and default presence of the head of department in all theses or dissertations are the most important sub-themes of position abuse; inadequate guidance of the supervisor, lack of study of the dissertation by the referee and lack of the supervisor mastery on the subject of research are the most important sub-themes of inadequate/inappropriate supervision; the professor discrimination between students based on his or her feeling indebted to a student and injustice in the dissertation score are two sub-themes of discrimination and injustice; the nominal authorship of the professor by the student, the salvation articles and their fictitious names, the nominal role of the supervisor, adding the ghost author by the supervisor, and removing authors of the research are the most important sub-themes describing immoral authorship. Since students {and graduates} are one of the most important actors in the research process, their understanding of the exercise of power in this process should be considered; Because not paying attention to how they feel and understand about such events may lead to changes or deviations from research policies. Thus, the need to pay attention to open policy-making in higher education and to listen to the voices of all academic actors, including students and graduates, and to involve them in the higher education policy-making process doubles.

Social isolation is one of the most important concepts in the field of family that poses a problem to family health. How the structure of power distribution in the family is an important factor and influences the social isolation of individuals within the family. Therefore, the purpose of this article is to understand the relationship between the structure of power distribution in the family and the degree of social isolation.

The present study is a survey and a standard questionnaire was used to collect data. The validity of the measurement tool was confirmed using face validity and its reliability was confirmed using Cronbach's alpha coefficient. The statistical population of the study is married people over 18 years of age living in Bojnourd. The sample size was 754 people using sample power software and were selected by multi-stage cluster sampling.

The results of Pearson statistic show that there is a significant relationship between the structure of power distribution in the family and social isolation.

Pearson's results show that the structure of power distribution in the family and its dimensions (realm of power, power construction and method of exercising power) affect the degree of social isolation. The results of the regression coefficient also show that the dimensions of the power distribution structure explain 23% of the variance of social isolation.

Since power relations in academic research, especially group and team research, are undeniable, identifying the semantics of power in the research process using the experiences of students and graduates has been the purpose of this study. Since the exploration and description of the experiences of students and graduates from the meaning and concept of power in the research process has been the purpose of the research, the research plan is qualitative. In this research, graduate students have formed the study population; because students are mainly targeted by the power of professors. The sampling method of the present study is non-targeted and criterion-based. Based on this, students and graduates participated in this research to have the criterion of team research experience, availability and agreement to conduct the interview. A semi-structured interview was conducted with 19 students and graduates of the University of Tehran. In order to analyze the data, the Stokes-Colaizzi-Kane analysis method was used. The researcher's long-term and continuous participation in the research, avoiding early conclusions and reviewing the research colleagues have been the most important actions of the researchers in order to realize the validity and reliability of the research findings. Students and graduates believe that power in the research process can be positive, negative and even neutral, and it can also be guiding or inhibiting. Ethics, freedom of action, overt control, latent control, irresponsibility, influence, cooperation and support and guidance have been identified as meanings of power in the research process. Based on the research findings, due to the lack of positive experience about the influence of research supervisors on students, in order to effectively manage the research process, it is suggested that they consider leadership styles in this process.

Naval Force is a long-standing term carrying its own implications in both war and peace times. In Western exploitive countries, naval force is one of the first military sections ever formed, and it has played the most crucial role in invading other parts of the world. The power of a nation to use seas and oceans to its advantage, and to withhold foreign invasion, and to take advantage of such privileges at the time of peace or at negotiation tables is what we call "naval force". This paper presents a thorough analysis of five parameters of power of the naval force of the IRI, namely: man power, operational power, geographical location, information and software power as well as support power to withhold foreign aggression and promote capabilities of the IRI naval force. Using a descriptive research method and through collecting nominal data from library resources as well as field research (based on Likert Questionnaire), attempts have been made to identify, classify and clarify the parameters involved. Through collecting experts' opinions, the Reliability of the questionnaire was found to be 0.9 after which the questionnaire was distributed among 64 commanders of the military and revolutionary guard forces, whose answers were then collected and analyzed using Alpha Cronbach at 0.903 level of consistency. SPSS 26 showed that the five factors above are effective in increasing the withholding strength of the naval force. These factors are listed in order of the amount of their influence, and advice has been made as to how the IRI should place implementation of the above factors in its agenda.

The educational system of a country intends to prevent the major problems of human society, such as social injustice, war and bloodshed, moral decline and economic corruption, by educating human resources. To achieve this goals, educational systems are supposed to nourish the emotional intentions as well. This research is aimed at investigating the foundations of Rumi's theology for the fulfillment of these principles on emotional training. Applying a descriptive-inferential method, Rumi's works and his views on the bases of knowledge of the existence of God, power, patience, beneficence and repentance were all reviewed. Furthermore, the relationship and impact of these views were explored to identify their relation with the objectives of this study.  The principle of request was derived from the knowledge of the existence of God; the principle of supplication was derived from the foundation of power; the foundation of patience resulted in awareness; the basis of beneficence resulted in the principle of developing the capacity for receiving mercy; and the basis of repentance resulted in the principle of return. Based on these principles, appropriate methods were derived, including: heartful prayer, consciousness and knowledge, truthfulness, avoidance from aggressiveness and extravagancy, humility, compassion for the aggrieved people, and avoidance of brutality and arrogance.

The research’s aim is examining going the distance of the educational system from the aim of authority and self-creation upon Foucault’s view. We applied conceptucal analysis and deductive method for attaining to the goals. Regarding attained findings the most important distinction between the original self and the false self is in flexibility and transformation. While, the original self is always an incomplete project. The false self is dead and rigid. There is also an original self that has an active relationship with power networks. In addition, the kind of discursive consciousness of original self can take someone beyond the knowledge-cultural boundaries of his time. The requirements for achieving this original self in educational activities include issues of creativity and persistent critique, attention to individual emotions, discursive awareness, and truthfulness. Also, authorities in the field of education should increase their resistance against external evaluations and normative systems to prevent the transformation of their original self into false self.

This study indicates the characteristics and transformation of the child discourses since the very beginning of the publication of “Roshd-E-Daneshamooz” magazine from January 1965 till 2018 in Iran. Based on Foucauldian conception of disciplinary power and Van Leeuwen’s critical discourse analysis method, this article studies a) characteristics and diversity of the child discourses in the magazine, b) transformation or consistency of child discourses and its causes, and c) the relationship between power and child discourses.  Findings show there exist eight child discourses in the stories published in the second Pahlavi era which are reproduce in Islamic republic as well as seven new ones. Also, each child discourse indicates a binary opposition in child -adult relationship. Critical analysis of the child discourses shows that children are always in the inferior position comparing to adults. Inferior-superior relationship between children and adults intensifies hierarchical relationships in the society. This kind of relationship causes to power imbalance and intensifies the hierarchical relationship in society which can maintain the existing order.

In examining and analyzing the nature of university autonomy in higher education systems, evaluation and explanation of the relationship between the two institutions of government and university is of particular importance. As the government interferes and controls the policies of higher education, the university is faced with the challenge of the autonomy of the university. The purpose of this study was to understand and explain how the power institution is present and effective on Iran's higher education. The methodology of this research is influenced by Norman Fairclough approach, "Critical Discourse Analysis". The documents and texts of this study consist of all texts and written and spoken literature on the conditions of university autonomy in Iran. Given the discursive analysis approach, the practical way of collecting data is to review documents. The findings of the research show that the state institution influences all four types of university autonomy in Iran's higher education system through its significant factors. These factors are classified and categorized into three categories: "regulatory and control", "administrative and legal", and "financial and educational". Based on the findings of this study, the demands of the trade union and the efforts of the scientific community to overcome the current policies and procedures of exercising power by the state institution on academic autonomy in Iran are strongly suggested. In addition, "moderating political attitudes," "revising the traditional and state-based view on higher education governance," and "efforts to revive university autonomy", are three main strategies for restoring university autonomy in Iran.

This study was conducted to qualitatively study the role of language in the relations between conflicting couples using grounded theory. To this end, the sample was selected using the purposive sampling method, and the data were collected through a semi-structured interview. To achieve theoretical saturation, seven couples from among the qualifying ones were studied. To obtain the factors, the data were analyzed using Strauss and Corbin techniques, which included coding concepts and shaping the theory. The analysis of data in open coding led to coding the main factors, components, and sub-components. After analyzing the interview data, the following items were identified: the linguistic conflicts of couples as the nuclear category, the linguistic factors paving the way for marital conflicts and the linguistic consequences of marital conflicts as main categories, and the four concepts of second level coding derived from the first level concepts, i.e. the linguistic factors weakening marital relationship, the linguistic factors aggravating marital conflicts, the linguistic factors destroying marital relationship, and the linguistic factors threatening marital relationship. The results revealed that language plays an important role in reducing or increasing marital conflicts, and failure to control it causes a lot of conflicts and verbal violence among couples, and, consequently, it paves the way for emotional separation and eventually divorce.

Generally, the political philosophy of Islam intellectually and philosophically is to study the fundamental questions about government, governing, the category of power and its philosophy, the management of the society and the problems relating to it. The great Islamic philosophers by presenting philosophical theories and opinions which are originated from the religious have interpreted government, governing and power and have paid attention to the basic and fundamental questions about this category in the form of the system of Islamic cities such as al-Madina al-fadila (The Virtuous City) by al-Farabi, Abu Nasr (c.870-950), the city of Hikmat (Divine Wisdom) and Hakiman by Shihab al-Din al-Suhrawardi and Islamic Government (Hokumat-e Islami) by Imam Khomeini. The spirit of the note is Islam has a prominent and brilliant philosophy and without it, Islam has nothing except a name and there were no functional. Therefore, the Hozeh Elmieh which has responsibility to clarify Islam should achieve the profundity of this philosophy. Unless they are, they can carry out their great duty and community-building. The Hozeh Elmieh should be theoretical and intellectual backing for the Islamic Government. It is inevitable and necessary to present this political philosophy. This principle explains some other important principles. The principle of the Islamic Revolution need to the theoretical and software support, it is necessary to create the religious and Islamic civilization which should be formed by the Islamic jurisprudence establishing civilization. The principle of disambiguating Islam, facing the Colonialism authorization, the principle of honor and glory are instances of these necessaries. If the Islamic scholars (ulama) do not fulfill their duties this important duty they will commit an unforgivable sin and follow a heavy punishment.

Planning in higher education in Iran has a centralized، pyramidal and vertical structure. Government''s institutions have taken a self-role charge in a maximized intervention model. However، the proper and legitimate power to lead higher education is cognitive، scientific and specialization power، rather than political and hieratical power. The aim of this article was to identify effective factors on quality and quantity of faculty participation in higher education policy making and university planning in order to provide policy recommendations. The research was conducted in three comprehensive universities in Tehran; The Universities of Tehran، Shahid Beheshti University and Tarbeiat Modarres University via 9 hypotheses testing utilizing survey method. The statistical population، according to the latest data in the academic year 2011-12، was 2929 individuals. Using multistage stratified sampling 360 individuals were selected. A construct based researcher made questionnaire with six likered scale was developed. The validity of questionnaire was determined by an expert panel and its reliability was confirmed by Cronbach''s alpha (α =0. 905). According to the research hypothesis testing، there was a correlation between faculty members'' attitude about their university leadership''s styles and their self-efficacy. In addition، a significant difference by gender، rank and position was observed. In the university field there are three forces with three distinct resources and boundaries from context and outskirt around political and administrative power، academic power and population and socio-cultural power. Although outskirts of university for their intellectual power and eliteness have a high self-efficacy feelings and causal thinking، but they are sensitive to the planning، especially to the leadership style in the university.

In this essay, I will attempt to deal with the basic notions in Nietzsche’s ethics. In the case of Nietzsche, metaphysics and ethics are intermingled, thus it is not possible to evade his metaphysical views in dealing with his ethics. In what follows, first I will consider his metaphysical milestone i.e. will to power. Then I will consider its relation to his ethics and concentrate on his ethical view.Iwill also deal with some misunderstandings regarding his ethics and will provide an alternative interpretation based on a relational ethics of justice. Finally, the implications of Nietzsche's ethical concepts for moral education will be discussed and some principles in moral education, such as internal freedom, external freedom, self-creation, and conformity will be suggested.