Philosophy of Education
maryam papazadeh; seyyed jalal hashemi; parvane valavi
Abstract
The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking ...
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The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking of Facione components. In the analysis, contents of 75 M.A. dissertations and Ph.D. theses were studied. The results showed that in M.A. dissertations the critical thinking skills have been used us follows: categorizing with 10.40 percent, analyzing reasons, design, and developing the result each with 9.90 percent , identifying the discussions and the reasons with 9.72 percent , testing the ideas, examining and questioning about the evidences, and stating the results with 9.55 percent , exploring and clarifying the meaning with 9.38 percent ,hypothesizing about the substituent results with 5.46 percent , and justifying and explaining the process of working with the 4.95 percent, presenting and clarifying the reasons with 4.78 percent , assessing claims and arguments with 4.43 percent , and self-examination with 2.39 percent, had the highest and the lowest frequency. In Ph.D. theses, the ability of stating the results and clarifying the arguments with 7.38 percent, and, exploring and clarifying the meaning and testing the ideas with 6.25 percent and other skills with a same ratio with 7.95 percent were observed. The results of qualitative content analysis also indicated that while researchers have tried to work on critical skills, but this practice has not been done in an appropriate manner, according to Facione′s view.
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.
S.J. Hashemi,; G.H. Ebadi
Abstract
The purpose of this research was to recognise the methods for utilizing research finding in Khuzestan organization of Eduation. To do this, 200 individual among personnel with M.A degrees and higher and B.A degrees who were familiar with research methods and also a number of Tachers-Taining center of ...
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The purpose of this research was to recognise the methods for utilizing research finding in Khuzestan organization of Eduation. To do this, 200 individual among personnel with M.A degrees and higher and B.A degrees who were familiar with research methods and also a number of Tachers-Taining center of Khuzestan province were selected through multiple random sampling method. After constructing questionnaire and its preliminary and final administration the data were analyzed by SPSS Package, version 11.5. Te data were subjected to factor analysis which yielded two factors: 1) managerial and planning factor with 30 items; and 2) decision makers-researchers interaction factors covering 28 items. These two factors were found to explain 43.017% of the variance of the factors influencing the application of research findings. The Cronbach coefficients calculated for these two factor calculated to be .745 and .758 respectively (p<.01>. Based on the results of this study, management and planning research factor points to the need for the organizational structure, research needs assessment, financial support for utilization of research findings, in order for findings to be utilized.
