Showing 3 results for Soltani
Dr. Asghar Soltani,
Volume 4, Issue 7 (9-2016)
Abstract
The main purpose of this study is exploring the roots and foundations of Schwab’s deliberative theory in curriculum. Therefore, after examining this theory in introduction, its foundations and origins were investigated. According to this, basic assumptions of this theory are practical and quasi practical arts, eclectic arts, commonplace and collective decision. Aristotle’s distinction between intellectual and moral virtues, knowledge categories and learning by doing are among the most important origins of Schwab’s’ theory. Distinction between theoretical and practical in Dewey’s ideas, his viewpoints on thinking along with pluralism are the essential foundations to evolution of Schwab’s theory. On the other hand, Haberma’s instrumental – communicative dualism, dialogue between commonplaces to achieve the goals and dialogue conditions and also decision making in micro level based on the communicative rationality, have some important implications for Schwab’s deliberative theory in curriculum.
Ms. Sarasadat Khalifeh Soltani, Dr. Kourosh Fathi Vajargah, Dr. Nematollah Fazeli, Dr. Mahboubeh Arefi, Dr. Golnar Mehran,
Volume 7, Issue 14 (10-2019)
Abstract
Gender informs different understanding and interpretations of educational experience and hence these different interpretations of interactions and potential capacities offer a new perspective on higher education and can even cause changes in higher education. Applying narrative inquiry and post-structural approach to gender, this paper attempts to describe lived experience of women doctoral students in Education as well as their understanding of gender in the pathways of higher education to doctoral level.
Najme Soltaninezhad, Rezvan Safian Boldaji,
Volume 11, Issue 22 (9-2023)
Abstract
The present study aims to analyze the ideas of elementary teachers about the concept of "child-friendly school" toextract components and its obstacles. The research method applied was phenomenological and the study samples included 24 elementary teachers in Tehran who had low, medium and high levels of teaching experience. The data for study was collected through semi-structured interviews which were performed on the basis of theoretical saturation. The method of data analysis used was Brown and Clark ' thematic analysis (2006). Based on the theme analysis, 13 basic themes 5 organizing and a main theme were identified as the child-friendly school components. In addition, 7 basic themes, 3 organizing themes and an overarching theme were recognized as the barriers to the realization of a child-friendly school. Finally, it should be mentioned that due to several obstacles, there are no conditions to create such atmosphere in many Iranian schools, especially public schools.
