Zabihullah Khanjarkhany; Masoud Safaei Moghaddam; M.J. Pakseresht; S.M. Maradhi; A. Boostani
Abstract
This study aims at rethinking about the meaning and concept of "attendance and absence" in the field of education, on the one hand, and at illuminating its role and stance to meet the educational goals, on the other hand. In the common perception of attendance-absence concept, its meaning and role have ...
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This study aims at rethinking about the meaning and concept of "attendance and absence" in the field of education, on the one hand, and at illuminating its role and stance to meet the educational goals, on the other hand. In the common perception of attendance-absence concept, its meaning and role have been restricted to a certain place, and a certain time, and certain, individuals. Relying on Hans-Georg Gadamer's philosophical hermeneutics, the author tries to offer a new account of this concept. Philosophical hermeneutics speaks about the ontological understanding and its constituents and considers necessary a set of elements for reaching such understanding; fusion of horizons, play of understanding, and being non-systematic are three items of the mentioned elements. "Fusion of horizons" refers to the conversation between ideas,; "play of understanding" implies the pervasive involvement of someone in the game (activity); "being non-systematic" is to exceed the usual and quantitative methods. In this approach, conversation is felt through all mentioned elements; the conversation which is manifested sometimes through two ideas, sometimes between rules and their executive (human being) and sometimes through conversation between past and presence. According to the philosophical hermeneutics, whenever one of the mentioned parties is removed, then no more conversation and hence understanding is possible. Accordingly, in the new account, "absence" can be considered in several forms: absence of ideas; Physical absence; lack or absence of principle , absence of executive. Any failure to include each one of these forms may result in a certain type of education.
Masoud Safaei moghaddam; Mahmoud Kazemi; Mohammad Jafar Pakseresht; mansour marashi
Abstract
Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ...
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Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ofter the Islamic Revolution (197a), the idea of civil education has received much attention. However, since the implementation of educational ideas in any society depends on the realization of certain socio-cultural conditions. Therefore, the exploration of the intellectual and cultural backgrounds conducive to civil education is a vital step to be taken toward the preparation of grounds for this type of education. On this basis, the goal of this investigation was to explore and scrutinze the underpinnings of civil education in terms of their meanings, significance and socio-cultural values morder that their compatibility and harmony with the cultural and religious values of the Iranian Society should be ascertained thus, if it is believed that civil education principles and their related concepts might involve and imply cultural and religious values, discovering and clarifying such values, calls for serious attention on the part of the Iranian educational policy-makers who may feel the need for developing a regional view toward civil society and constructing a civil education. The most important principles whose relevancy to civil education was analytically shown are: (principles) of respect for individual and social liberties, respect for law and law-adidingness, respect for citizenship rights, participation in sociopolitical activities, social responsibility, rationality and rational argument. Tolerance, dialogue, criticism and evaluation, and methodological pluralism. By way of conclusion, it needs to be emphasized that these principles are compatible and in harmony with the value system and social philosophy of our country which embraces a religious society. Thus, taking educational measures toward training the younger generations in a way that they will believe in civil society values and are inclined to support and promote them is recommended from the standpoint of both religion and educational system.
M.J. Pakseresht; H. Elhampour
Abstract
This article reports the second part of the findings of a research study conducted during 1377/1998 - 1378/1999 academic year to pin down problems experienced by Shahid Chamran University students vis-a-vis their leisure times. This article concentrates only on problems. The statistical population of ...
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This article reports the second part of the findings of a research study conducted during 1377/1998 - 1378/1999 academic year to pin down problems experienced by Shahid Chamran University students vis-a-vis their leisure times. This article concentrates only on problems. The statistical population of this study consisted of all the students enrolled at SCU in the said academic year. Research sample consisted of 700 students selected by simple random sampling procedure. The data- gathering instrument consisted of a researcher- made questionnaire whose items were gleaned from previous research findings and opinions contributed by the students. The reliability of this instrumernt was calculated to be .95 using test/re-test and Cronbach’s alpha methods. The validity of this instrument was determined by referring to expert views and students’ opinions. Factor analysis method, ANOVA, and t-test were used to analyze the dala. Factor analysis categorized the data around four factors: 1) socio- cultural factor, 2) psychological! motivational factor, 3) family factor, and 4) economic factor. These factors explained 27.8%, 16%, 8.6% and 6.76% of the variance of leisure time problems, respectively (totally 54%). Findings indicate that socio- cultural problems top the students’ prolems. Lack of facilities and university’s failure to offer desirable programs, socio-political limitations are among the main problems under factor No 1. Factors 2-4 underline dormitory life, familial responsibilities, esp. poverty and high cost of living, as students’ major problems.
