Showing 3 results for Amin khandaghi
Mr. Amin Babadi, Dr. Bakhtiar Shabani Varaki, Dr. Maghsoud Amin Khandaghi, Dr. Morteza Karami,
Volume 6, Issue 12 (3-2019)
Abstract
Nowadays, there is a growing interest in transdisciplinary approach to university curriculum development,
transdisciplinary Studies are about the realms, goals, and goals of the transition field. The early phases of transdisciplinary in higher education curriculum can be complex and so there are challenges to the definition and operationalization this approach to the university curriculum. In this paper, in respect to the different perspectives on the subject, the conceptual framework and the model of the curriculum based on the causal layered learning are explained and the challenges and obligations of the subject are conceptualized based on four different types of curricular issues: Philosophical and pedagogical considerations, issues and responsibilities affecting the teaching process, issues and responsibilities affecting students learning, issues and responsibilities affecting course design and issues and responsibilities affecting learning assessment.
Mr. Alireza Hooshmand, Prof Bakhtiar Shabani Varaki, Dr. Maghsood Amin Khandaghi, Dr. Ali Moghimi,
Volume 8, Issue 15 (3-2020)
Abstract
Curriculum theorizing is the methodology of the theory development. We recognize, two approaches to curriculum theorizing; explanation and understanding. Explanation resemble the processes of theorizing like natural scientist does and understanding is an approach to theorizing with its personal engagement consideration, uniqueness evolve from the complexity of and unrepeatable educational phenomena. In this article, two main ideas, objectivism-reductionism, subjectivism-mystrianism and a branch of the second idea so called; conceptualism are examined. It is argued that all three ideas are corresponding with the explanation or understanding and so their deficiency in human life is determined. It is argued that neurophenomenology could be considered as a remedy for the fragmental deficiency and incompetence of the current dominant positions in curriculum theorizing. We called the neurophenomenology inspired theorizing as; "understanding explanation" and explain it in reference to the Varrellas, Varela's methodology of reciprocal constraints.
Fatemeh Sadat Jafarnia, Maghsoud Amin Khandaghi,
Volume 11, Issue 21 (3-2023)
Abstract
In this research, one of the views of the Islamic curriculum proposed by Hashim has been described, analyzed and criticized. In the analysis, it was found that she considered the curriculum as a document and system. Her view on religious science is influenced by al-Attas' view. Accordingly, she considers science as a religious one in condition that it is free from Western elements and replaced by Islamic propositions. She seeks to design and develop a curriculum that places particular emphasis on Islamic goals and content. The most important criticisms indicates the neglect and lack of theoretical explanation of philosophical and methodological foundations, reliance on formalist views, Neglecting the curriculum as a field of study, being under the banner of the discourse of existing Western sciences. Hence, the important need of this field today is to go beyond the passive encounter, which is based on the adaptation, refinement and formalistic completion of existing Western knowledge, and to turn to reactive and proactive encounters that seek to provide theoretical formulations. New development of curriculum knowledge boundaries from an Islamic perspective is essential.
