Educational Management
leila bahmaee
Abstract
Social reconstruction advocates from the attitude which encourages the people for the reconstruction of the cultural thoughts and values and the social structure in order to solve the social problems with the aim of constructing a better life.Reconstructionist considers the schools as a means for this ...
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Social reconstruction advocates from the attitude which encourages the people for the reconstruction of the cultural thoughts and values and the social structure in order to solve the social problems with the aim of constructing a better life.Reconstructionist considers the schools as a means for this purpose. They believe that the schools are not only the responsible for the preservation and transmission of the culture but they can create the new social and cultural patterns which incorporate the new and old patterns in a successful combination through the curricula and thereby help the social reconstruction. This research which is carried out by the documentary- analytical method tries to respond to these questions: firstly, what analyses have the reconstructionist in respect to school competency to address the reconstruction and to do this, what programs and constituents they offer? Secondly,in current state of our society,how is the necessity and possibility in using this theory?The results show that the existing educational and social problems in Iran require a redefinition of schools role by using some of the reconstructionist components and, the curricula should be developed and performed such that they can provide the opportunity for cultural changes and ability for problem solving in them by approaching to the realities of social life and providing an opportunity for critical thought in the students.They should also provide a condition for structural changes with the purpose of improvement and reconstruction in the schools and society. Keywords:Social reconstruction,Structural and cultural changes,School, Critical thought and Iran’s educational system
H. Tabrizi; M. Safaie moghaddam; S.M. Marashi
Volume 18, Issue 2 , February 2012, , Pages 7-30
Abstract
In this study we argue that establishing fostering department in Iranian education system has been, and indeed is expected to be, based upon some philosophical presuppositions that work as foundations for decision making in this filed. we have tried to evaluate this department by discovering and examining ...
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In this study we argue that establishing fostering department in Iranian education system has been, and indeed is expected to be, based upon some philosophical presuppositions that work as foundations for decision making in this filed. we have tried to evaluate this department by discovering and examining its philosophical foundations. Two of these presupposition based on which we assessed the idea of establishing this department in education, that focuses its efforts on spiritual affairs, are as follows. 1- there is an unbridgeable gap between knowledge and value, and this is the reason why we need to establish two different sectors or departments in education system, one for educational affairs and the second for spiritual affairs. 2- the main factors responsible for actions, namely knowledge, want and the will, are different in their nature. So there is a need to make different sectors for these different factors to be developed. As we have argued, the first one has been rejected, and the second can only partly be right. After all, we have shown that since knowledge and value, on the one hand, and knowledge, want and will, on the other hand, are sides of one entity, there can not be a real distance and distinction between educational and fostering or spiritual affairs in education system.
A. Ramazani; A. Parsa; M. Safaei Moghadam
Volume 17, 3,4 , February 2011, , Pages 77-100
Abstract
This research was conducted to investigate the effect of higher education on development of critical thinking. By classified random sampling, 500 undergraduate students for two college in five group ((2005, 2006, 2007, 2008, 2009)) were selected. By compeleting (CCTST) and analyzing ...
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This research was conducted to investigate the effect of higher education on development of critical thinking. By classified random sampling, 500 undergraduate students for two college in five group ((2005, 2006, 2007, 2008, 2009)) were selected. By compeleting (CCTST) and analyzing data by SPSS, the results indicated that there were significant differences among five groups of students and senior students gaind better scores than the juniors. In addition differences were found in three subscale of the test (evaluation, Analysis, Inference). However, the results revealed that not only higher education has positive effect on development of critical thinking, but also the scores of all students were lower than standard mean of the test. This research suggests that in spite of the fact that development of critical thinking is related to family and educational background of students before entering the higher education, but revision and improvement in the structure and curricular of higher education, is necessary.
S.J. Hashemi; M.J. Pakseresht; M. Safaei Moghadam; H. Sepasi; Y. Mehralizadeh
Volume 17, Issue 1 , May 2010, , Pages 1-26
Abstract
In the “Decade of culture of peace” (2001-2010), international thinker and institutions have with a positive outlook, deemed access to coexistence the duty of different social groups and institutions and introduced coexistence as a legitimate educational goal as a way ...
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In the “Decade of culture of peace” (2001-2010), international thinker and institutions have with a positive outlook, deemed access to coexistence the duty of different social groups and institutions and introduced coexistence as a legitimate educational goal as a way to boost social cohesion. In this article peaceful coexistence is construed as an educational goal with roots in scientific/ philosophical, pragmatic and Islamic ideas. In this article a more comprehensive idea of coexistence, i.e. peaceful and just coexistence, is advocated, which is more compatible with our country’s educational system and Islamic culture. Conceptually, the ramifications of this goal constitute an educational continuum of activities covering training and education toward, as first step, a minimal peaceful and just coexistence, moving toward developing a just compromise among groups. a second step, maximal peaceful and just coexistence and balanced society in the third and fourth stages, respectively. In all the four stages, emphasis is laid on change, reform and shaping the socio-psychological repertoire of individuals and groups and education them to accept the existence of other groups and their rights. These activites are hoped to pave the way for a permanent peaceful and just (i.e. free and unimposed) socio-cultural coexistence. At the training stage, internalization of valses and the development of social skills and behaviors should receive the most attention on the part of both curriculum developers and practitioner.
masoud safaeimoghadam; A.r. Rashidi; M.J. Pakseresht
Abstract
Ascertaining the status of reason and rationality is one of the basic concerns of philosophy of education. In this exposition an effort will be made to, based on the Islamic teaching, investigate the situation of reason in an Islamic system of education. For this purpose, to begin with an analysis into ...
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Ascertaining the status of reason and rationality is one of the basic concerns of philosophy of education. In this exposition an effort will be made to, based on the Islamic teaching, investigate the situation of reason in an Islamic system of education. For this purpose, to begin with an analysis into the meaning, both lexical and topical, of the term reason (Aql) is made and the significance of reason and rationality in the Islamic literary tradition is touched upon; then, bearing the Islamic origins and domain of rationality in mind, the various dimensions of rationality are explored and explained and a number of important questions regarding reason, particularly concerning its potentials and limitations, its individual and social essence, and its relationships with sensation and emotions, on the one hand, and with action and particularly ethical actions, on the other, are explored. In the end, laying some emphasis on the fundamental characteristics of reason, gathered from the above –mentioned questions, a number of educational implications in areas of methodology and curriculum are drawn.
