Mss Soheila Jalilian, Mr Ehsan Azimpoor, Mss Fariba Jalilian,
Volume 3, Issue 32 (8-2016)
Abstract
This study examined the effects of Philosophy for Children Program (P4C) on the problem solving abilities and Moral Judgment of nurturance in the third Grade Primary Students of east Eslam Abad. The Population of this research was all the girl students in the third Grade in 2014- 2015 academic year. The research method a pre-test post-test design with control group was used. To this end, we chose 80 students to random cluster sampling in two groups experimental (n=40) and control (n=40) through randomized placement technique. For data gathering in this research the Long and Cassidy problem-solving questionnaire (1996) and Moral Judgment Test (MJT) were used. After this, the philosophy for children program was performed in 12 sessions for the experimental group. At the end of this intervention, post-tests was performed on participates of both groups. The results of analysis of covariance showed that the difference between the means of the two groups was significant (p<0.001), In other words of teaching philosophy to children to enhance students' problem solving ability and moral judgment had a positive effect. Also, the effect of the increase in problem-solving and moral judgment teaching philosophy to children by gender were not significant.
Dr Negin Barat Dastjerdi, Mrs Elham Yusofi,
Volume 3, Issue 33 (2-2017)
Abstract
One of the main objectives of the ICT-based education is training of critical thinking skills. Critical thinking is essential for a thouthful way of living and compatability to rapid social changes. The purpose of this study was to explore the relationship betweeen usage of ICT tools and critical thinking desposition among distance education students. The research was done through descriptive (Survey) method. The study population consisted of all students of Isfahan Payam-Noor university (distance education) from which a sample of 100 students was selected by using random sampling method. In order to collect data, ICT Questionnaire and California Critical Thinking Disposition Inventory (CCTDE) were used. The Results showed that the mean of total score of critical thinking disposition was 276.31 indicating an ambivalence desposition. Also there were significant relationships between the amount of familiarity to ICT tools, scientific-scholarly objectives and awareness of news and information objectives and critical thinking desposition.
Maryam Diba Vajari,
Volume 3, Issue 33 (2-2017)
Abstract
This paper, titled "Question and its place in philosophical counseling" is about to answer the following questions: 1- What is a question?2- What is philosophical counseling? 3- Where does question’s stand in philosophical counseling? 4- How will questioning and philosophical counseling change educational researches? Dialectic and qualitative content analysis will be used to answer the questions that were mentioned. Results of this research have concluded that: philosophical counseling is a creation of the new era although its roots seem to be towards Socrates. Philosophical counseling guides clients towards asking fundamental questions thus arranging their minds and finding the false roots of their thoughts. Not only does questioning have a fundamental role in philosophizing, but a role as important in philosophical counseling. Philosophical counseling being the bright new idea that it is, will play a serious role in educational research and it will answer some fundamental questions; should a change be made in education? And should philosophy and philosophizing effect other fields of education?
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Volume 5, Issue 36 (9-2018)
Abstract
The aim The aim of this study is to investigate the level of reliabilityof teaching philosophy (p4c) inActivitieseducation,and the felt the need to reduce verbal expressed anger and felt the need to reduce physical expressed anger in public in Tehran High school of the14thdistrict of Tehran.This study is an applied research project that was conducted with quasi-experimental method and preliminary and final test with a control group without randomly selection.The study sample contains all high school male students of the 14th district ofTehran enrolled in the academic year of 2014-2015.The sample size of the study was60students that were non-randomly placed in two groups of 30experimental and 30control subjects.After running the PhilosophyforChildren program,in order toassess students’ strategies to control their anger, the researcher used the State-Trait Anger Expression Inventory- 2 Spielberger(STAXI-2).In order to test the hypothesis, ANCOVA, the analysis of covariance And using performed SPSS software.call the validity and reliabilityof the programof Philosophy for Children two hypotheses were confirmed.
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Volume 5, Issue 36 (9-2018)
Abstract
The concept of identity with the question " Who am I " of The first stages of human life Been.The identity of each period been affected by the Terms and textural characteristics of societies and eras. Particularly Attention was paid to the concept of self in Most of the time.The authors attempt to investigate concept of identity in Space Education andto explain How function of educationAccording the identity status. The main question include How educationMust actAccording to the identity status.The study used a qualitative research And with The analytical and deductive method is Performed. The results show that This student is which should tend to follow the path of learning andIn fact,The main task of education is thatCreate the appropriateOpportunity and field for student. alsoeducation must provideAbility to deal with fundamental and important fields and issues.In discussions of targets,Methods and learning opportunities, student is located in the centerof the program.
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Volume 5, Issue 36 (9-2018)
Abstract
"Teaching-Learning Approach" is a model of interaction between teachers and students in an educational environment and one of the main components of the educational system. This model can be organized and designed on the basis of various opinions and ideas, including philosophical or scientific theories. This research aims to design and explain teaching-learning approach based on the complexity paradigm. The complexity paradigm is one of the contemporary scientific approaches that is penetrating into different areas of knowledge such as education. Therefore, in this descriptive-analytical study, based on the concepts and components of the complexity paradigm, the teaching-learning approach is as follows: in teaching-learning approach based on complexity paradigm, the steps and sequence of teacher and student activities are strategic for continuous organization of all learning and teaching processes and activities performed through cooperation of students and the teacher. In other words, the teacher designs and organizes the learning environment in a rich and complex way, leading the student to research and learning; So the student is an active and researcher; A researcher who constantly organizes and reorganizes in interaction with the learning environment and actually learns and develops. Hence, the relationship between teacher and students is dynamic and multifaceted based on the variety and extension of their interactions with each other and environment.
Mohammad Davoudi, Rokhsareh Ghorbani, Mohammadreza Adel, Mohammadreza Amirian,
Volume 5, Issue 37 (11-2018)
Abstract
this qualitative study sets out to capture Iranian EFL teachers’ perceptions of reflective teaching. In doing so, a semi-structured interview was done with a theoretical sampling comprising 15 EFL teachers. Drawing on a grounded theory method the collected data were analyzed whose results led to the emergence of five categories with reflective teaching understanding as the core category and teaching issues, learner’s issues, teacher-related factors, advantages of, and obstacles to reflective teaching as subcategories. The emerging categories were discussed in the context of language teaching along with some recommendations. The results indicated that the teachers have awareness of reflective teaching and support its priviples. The findings of the present research might be of value to the curriculum developers and course instructors of teacher education programs to design courses.
Ali Sattari,
Volume 7, Issue 40 (3-2020)
Abstract
From the perspective of a principal, Jalal al-Ahmad looks at the educational issues of school and community together and seeks to solve the problems of community and school in relation to each other and from within the school. The article seeks to explore his thoughts and ideas in school principal of solving community problems from within the school. For this purpose, a descriptive-analytical method was used. The results showed that in the field of thinking, the elements of godliness, heresy and religious spirits have influenced Al-Ahmad's management style in school. Jalal al-Ahmad's epistemology, in his view of the objective and real issues of the school and the society around it, is reminiscent of social realism, which blends in with his critical approach. His view of man can be explained from the two perspectives of the existing man and the desirable man. The existing human being suffers from aimlessness or, in the path of the goal he pursues, loses his original identity and needs to be reformed. In his view, the desirable man is diligent, demanding change, and devoting himself to discovery, along with a desire to revive indigenous traditions. Value components include a tendency toward conscience, responsibility, purity, and traditionalism, which are crystallized in school management. In the light of these ideas, his general purpose is to establish a relationship between tradition and modernity and to reform society through the small school community. To achieve these goals, he emphasizes motivational and content-based curriculum content and community teaching methods, in which educational evaluation is conducted continuously and out of the context.
Phd Amir Moradi, Phd Susan Keshavarz, Phd Mohsen Kordlo,
Volume 7, Issue 40 (3-2020)
Abstract
Today, with the expansion of the Internet and social media, new educational environments have emerged and expanded the names of social networks which has attracted children and adolescents due to their unique features and capabilities. Because technology is not neutral, children and adolescents with numerous educational opportunities and dilemmas by social networks are faced. Therefore, the purpose of this study is to study the educational bottlenecks of social networks on children and adolescents and providing preventive strategies with emphasizing the educational teachings of the Qur'an and hadiths. The method of this study is qualitative and descriptive-analytic (qualitative content analysis) and inference of practical analogy. Findings of the research showed; educational bottlenecks of social networks on the education of children and adolescents, including breaking the norm (such as breaking the law, violence and aggression, sexual freedom and the promotion of abusive content, the promotion and normalization of the illegitimate relations of girls and boys, promotion of luxury and extreme consumerism, violating some ethical and religious virtues, routine and stereotypes), addiction to social networks and away from god and violation of privacy. Also, culturalize, Promoting Conscious parental supervision, protect privacy, fill leisure time and emphasize the importance of self-esteem and breeding its skills is a suggested solutions which leads to the study of the Qur'an and traditions to reduce the negative effects of our social networks.
Fariba Adelzadeh Naeini, Reza Ali Norouzi, Jahanbakhsh Rahmani,
Volume 7, Issue 41 (10-2020)
Abstract
The general objective of this research is provide a model, including goals, principles, and rational education methods of Farabi's rational education in Theoretical reason. We have benefitted from Frankena's inference method in this research. In the first stage, materials were investigated by qualitative content analysis method and deductive categorization system. With regard to the results obtained from the above methods, the next stage dealt with determining realistic statements. Finally, the objectives, principles and methods of rational education were identified using Frankena's inference method by taking into account Farabi's view on theoretical reason. We have concluded that the ultimate goal of Farabi in rational education is to achieve Allah as the first agent of happiness. In the area of theoretical reason, the intermediary goals of rational education includes the attainment to the existential status of active intellect and the climax of theoretical reason and Mostafad reason, the completion of the stages of reason and access to pure incorporeity and total actuality, attainment to the complete knowledge through the power of the imagination and speech, development of thinking skills in the theoretical. The principles of rational education in the field of theoretical reason are as followings: intrinsic competence, education, guidance, the necessity of education, combining opinion and practice, reasoning and thinking. The methods of rational education in the domain of theoretical reason include learning philosophy, induction, allegory, analogy, modeling, science, artistic creation, wisdom, reasoning and reflection.
Hamed Pourmorad, Alireza Mahmoudnia,
Volume 7, Issue 41 (10-2020)
Abstract
One of the fundamental aspects of education is social education. This term of the education in consider to magnitude, complexity and comprehensiveness covering all educational institutions and overlooks the education of individuals, in one hand, develop individual character and the other hand, transmits heritage to the next generation. In the media field, one of the most fundamental question in communication science which engaged researchers’ and experts’ mind is the extent of Influence of media and their powerful in shaping the beliefs and the audiences’ ability to select and different conceptualizations of the message. Firstly, we surveyed what is the nature of media, related issues and its perspectives? And secondly, what is the role of media on social education regard to reception theory that suppose a person is active in receiving a message? In this regard, the researcher used qualitative research methods such as content analysis and practical syllogism to define: media, media types, nature of the media, issues related to media. Reception theory, social education, its objectives and methods, and finally conclusion drawn four types of relationships involving media and social education and understanding of the role of media in the social education with emphasizing on “reception theory”.
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Volume 10, Issue 44 (4-2022)
Abstract
The aim of the present research is to analyze various aspects of virtual education and learning in Shad Application from a post-phenomenological perspective. For this purpose, the post- phenomenological method has been used to determine the Amplification and Reduction of education in Shad. The results show that educating in Shad, despite some advantages, such as more freedom and easier access at different times and places, can lead to specific experiences and behaviors different from face-to-face education. Virtual education can lead to reduced-complete-perception, presented as the optimal grip in this research. The type of relationship between teacher and students and among students are completely changed and reduced. Some undesirable behaviors such as secrecy, irresponsibility, and undermining social education are some examples. Also, due to the Multistbility of the mobile phone, the probability of distraction and sharing attention increase. Due to its non-educational structure, mobile phone motivates non-educational behaviors in students
Phd Mohsen Bohlooli Faskhoodi,
Volume 10, Issue 44 (4-2022)
Abstract
Knowledge has two explicit and tacit parts. The field of teaching and learning is traditionally based on explicit knowledge teachings and emphasized the important role of propositional knowledge for the explicit and universal expression of knowledge. But tacit knowledge with the three main characteristics of inarticulate, breaking rules and context oriented are the exact opposite of explicit knowledge. On the other hand, Wittgenstein's attitude in the second half of his intellectual life about the functional role of language and its relation to human thought has had a very important impact on the views of the philosophy of education, especially the field of teaching and learning. Combining functional-language approach with tacit knowledge theory in teaching and learning has led to the formation of a model of teaching as tacit teaching which has different dimensions and applications than the previous approach. Wittgenstein's view of education and teaching experience is one of the most important components of this kind of teaching model. The purpose of this paper is to show the relationship between the main components of the teaching of implicit teaching and Wittgenstein's teachings in the philosophical investigation. To achieve this, the method of qualitative analysis with a linguistic analysis approach has been used to study Wittgenstein's works and the theories on tacit knowledge of the subject.
, D.r Reza Ali Nowrezi, D.r Mohammad Hossien Hidari, D.r Mojtaba Sapahi,
Volume 10, Issue 44 (4-2022)
Abstract
The purpose of this study was to explain and analyze the methods of aesthetic education from Plotinus' point of view based on the perception of beauty to enhance the intellectual experiences of learners. Inferential analytical research method using Frankenna's model. The results of the research showed that the soul, as a person, recognizes beauty as experiences of self-knowledge, art, love and knowledge, and by gaining aesthetic experiences, provides the ground for its excellence and influence on others. Aesthetic experience has a motivating role in intellectual activities and the elements of aesthetics can turn intellectual activity into an aesthetic experience and make it transcendent. The experience of aesthetics as a basic competency is not limited to a specific field and activity and has implications for the goals, content and teaching and learning methods at the level of educators and educators and the curriculum. The ultimate goal of Plotinus' aesthetic education is to unite with the origin of beauty and to achieve reasonable beauties. Aesthetic training methods include self-discovery, visual observation, imagination and self-deployment, and inner insight. These practices are appropriate and corresponding to the components of transcendental intellectual experiences, including; originality, intuition, inner mobility, dynamism and interaction, enthusiasm and passion.
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Volume 11, Issue 45 (12-2022)
Abstract
Transforming the educational environment into a learning environment through combining education with new technologies and changing the role of educational components has been considered by educational thinkers. For this reason, the purpose of this article is to identify the poles of conflict in direct education and to provide strategies for empowering the disadvantaged poles. To achieve this goal, the six staged deconstruction method was used. The findings showed that there are changes in different dimensions of the direct education approach, including: 1- Changing the role of the teacher from a commanding mode and transferring knowledge to a facilitating mode of learning 2- Changing the role of the student from being passive and neglected in the learning cycle, to the active and responsible element in education 3- Changing the teacher-centered teaching method to a student-centered method such as project-based, exploratory, laboratory. 4. Changing the educational content from the monologue mode of the fixed book to the dialog mode and situations based on using the experiences of students, electronic content produced by both sides of the learning flow (teacher and student), social networks and internet sites 5- Changing the educational and physical environment of the classroom from its traditional state to a happy environment with maximum participation of learners in learning process, 5- changing the evaluation from the paper-pencil mode to a combination of different methods such as using electronic and self-assessment methods. These changes indicate a change in the perspective in this regard that the necessary trend to change the education and the emergence of the flipped classroom approach has been provided. Using the features of the flipped classroom, we achieve a new concept of learning to meet the needs of the learners of the digital age.
Mrs Roya Jadidi, Mr Ramazan Barkhordari, Alireza Mahmoudnia,
Volume 12, Issue 46 (9-2023)
Abstract
The main purpose of this study is "critical discourse analysis" of "female gender identity" in the official documents of education of the Islamic Republic of Iran and its consequences in the formal female gender education. Materials and Methods: Among the quantitative and qualitative methods in social research, in the present study, the qualitative method and the approach of "critical discourse analysis" have been used. In fact, the present study attempts to use "critical discourse analysis" of official education documents to examine whether there are any indications of the dominance of a particular discourse regarding women's gender identity in these documents: In order to achieve the objectives of the research, five official documents of education of the Islamic Republic of Iran were selected as a sample. Denial of conscious agency (despite its constructive role in discourses); Ambiguity; Semantic obstruction, formation of potentially conflicting semantic fragments, potential and sometimes actual hegemonic conflicts and interferences with informal discourse order, ambiguous patterns born of erroneous equivalence logic and then differences, etc. were evident in the construction of female gender identity. Conclusion: Identity crisis as an undeniable consequence of the discourse fluctuation of documents - failure to clarify the proposition of "gender identity" - in line with the prescriptive policies of its compilers. In other words, the domination of marginal discourse " "Otherness" is done; An event that, with the consequence of the possibility and instability of discourses in the conditions of discourse faltering, will lead to unrest and deconstruction, and ultimately the domination of rival discourse.
Keywords: Critical Discourse Analysis, Female Gender Identity, Gender Education
Elham Samadi, Hasanali Bakhtiarnasrabadi, Zohreh Saadatmand,
Volume 12, Issue 46 (9-2023)
Abstract
The purpose of this research is to explain the philosophical foundations of Kant’s rational education and its requirements in terms of goals, principles and methods of education and rational education. Kant has outstanding philosophical reflections in the field of wisdom, especially practical wisdom, which leads to the general rules of the universe, and he is one of the philosophers whose views on enlightenment are similar to the Copernican revolution. He has arational approach to education. This research has been done with the analytical method of conceptual in terpretation and direct reference to first hand and translated sources, related texts, articles and Journals. Therefore first,the conceptual analysis of the texts of kant’s thoughts with the context of existence, knowledge, human, value was done, and then by using the concepts and categories related to them, finally,a list of goals, principles and methods was deduced based on rational foundations witch are based on the ontology of experimental,sensory and intellectual educational methods and based on the knowledge of the methods and based on the knowledge of the methods to answer the questions of what can I know? What should I know? What hope can I have? what is man? The process of analysis takes place and in the answer to the fourth question, human nature is linked to its social aspects such as education, especially one of the foundations of values of moral duty which is the source of reason,and on the one hand, due to his pragmatic point of view,the components are tried fundamentals of kant’s educational methods such as previous knowledge, presuppositions,analogy, deletion, addition, interpretation in the shade of anthropology should be examined, and finally, the model of proposed models for the perception of cognitive and educational construction has been discussed.
Alireza Sadeghi, Dr Akbar Salehi, Dr Saeed Zarghami Hamrah, Dr Yahya Ghaedi,
Volume 13, Issue 47 (2-2024)
Abstract
The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.
Fahime Moslemi, Jaber Eftekhari, Rezaali Nowrozi,
Volume 14, Issue 48 (8-2024)
Abstract
Education for thinking requires care in how we think, which is called caring thinking. This thinking combines feeling and rationality and helps children develop a sound value system. Despite the growing importance of caring thinking and the need for content to teach it, there is a shortage of suitable materials and a lack of attention to this aspect of philosophical thought. Therefore, this research aims to analyze the book "A Collection of Philosophical Stories for Iranian Children" based on the components of caring thinking for use in philosophical inquiry circles. The stories in this book and the suggested exercises at the end are analyzed based on the presence or absence of components of caring thinking (appreciative thinking, emotional thinking, normative thinking, active thinking, and empathetic thinking). This research uses comparative content analysis and purposive sampling. The findings showed that although some stories in the analyzed book did not address the components of caring thinking, the presence of these components was evident in most stories. Normative, emotional, and appreciative thinking components showed a suitable and rich presence, while active and empathetic thinking components were less rich compared to the others. Therefore, using these stories in philosophical inquiry circles can help strengthen and develop caring thinking in children.
Fereshte Salemi, D.r Ayat Saadattalab, D.r Alireza Mollazade,
Volume 15, Issue 49 (11-2024)
Abstract
This research was conducted with the aim of determining the effectiveness of philosophy education for children on critical thinking, academic self-efficacy and spiritual growth of 10-13-year-old female students. This research was applied in terms of purpose and in terms of quasi -experimental method with a pre-test and post-test design with a control group. The statistical population of the research includes all female students aged 10 to 13 in Tehran in the academic year 1402-1403, of which 32 people were selected as a statistical sample using the available sampling method. Of these, 16 people were randomly included in the experimental group and 16 in the control group. Ricketts' critical thinking questionnaire (2003), Jinks and Morgan's academic self-efficacy questionnaire (1999) and King's spiritual intelligence questionnaire (2008) were used to collect data. Data analysis was done through covariance test and SPSS software version 26. The findings of this research showed that teaching philosophy for children according to the size of the effect (0.617) on critical thinking and its components and the effect (0.706) on academic efficiency and its components and according to the size the effect (0.657) has a significant effect on spiritual intelligence and its components. Therefore, it can be concluded that teaching philosophy for children by strengthening thinking skills and developing inner awareness improves and strengthens critical thinking skills, academic self-efficacy and spiritual growth in students.
