Showing 3 results for Theorizing
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.
Yaghoob Lohrabi, Fereydoon Sharifian, Seyed Ebrahim Mir Shah Jafari,
Volume 11, Issue 21 (3-2023)
Abstract
The purpose of this research was to investigate the views of experts in relation to the personal theorizing and its role in teaching excellence. In this regard, among the professors who had scientific experience and works were selected and interviewed. The data collection tool was a semi-structured interview. Interviews were conducted face-to-face and virtual. After coding, the collected data was analyzed using the categorization method. The results showed that from the point of view of most of the professors, having experience, knowledge and scientific awareness are among the prerequisites for personal theorizing. Also, the professors believed that the relationship between general theories and personal theorizing is in three forms: whole to part, integrated, and technical-artistic. According to the professors' point of view, increasing knowledge and improving professors' performance are the most important opportunities, and the lack of experience of professors is the most important challenge to personal theorizing.
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.
