M.H. Heidari; M.J. Pakseresht; M. Safaei-Moghaddam
Abstract
The purpose of this article is to investigate important goals and strategies of Futuristic Education and consists of two parts. In the first part after reviewing the history of futurism, three main methods of futurism are introduced and their relationships to education discussed. These three methods ...
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The purpose of this article is to investigate important goals and strategies of Futuristic Education and consists of two parts. In the first part after reviewing the history of futurism, three main methods of futurism are introduced and their relationships to education discussed. These three methods of futurism are: analytic, visionary and participatory. In the second part, based on the contemporary futurist notions, six general trends for world transformations in the 21st century are identified. These trends are: quick progress of science and technology, globalization, the threat to environment, spread of IT, propagation of democracy, and increase of political and cultural awareness of nations and ethnic groups. After stating these six trends, some of the challenges facing educational systems in confronting them are discussed and strategies for adjusting the educational system to cope with these changes are explored.
A.M. Moarrefzadeh; M.J. Pakseresht; M. Safaei-Moghaddam
Abstract
Bearing this fact in mind that socio-economic development is affected by the value system of the society, the aim of this study was to identify the sources of the value system of the Iranian society in the first half of the 14th century Hegira (coincidental with 1920-1970 period) and explain their relationship ...
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Bearing this fact in mind that socio-economic development is affected by the value system of the society, the aim of this study was to identify the sources of the value system of the Iranian society in the first half of the 14th century Hegira (coincidental with 1920-1970 period) and explain their relationship with the Iranian socio-economic development. The history of the sources of the Iranian value system was divided into two periods of 14 centuries each, a pre-Islamic and a post-Islamic era, respectively. Since in the pre-Islamic era, the dominant source of values was the Zoroastrian religion, zoroastrianism was reviewed first, This was followed by a more detailed discussion of the Islamic period. In the context of this period the holy Quran was consulted and some guidelines obtained. Also the views of Islamic traditionalist (Ashaereh), Islamic rationalists (Mo’tazeleh), and a select number of Islamic philosophers and thinkers concerning the nature of man, society, and knowledge were explored. This study arrives at this conclusion that economic growth and development requires innovation and adoption of certain values that are germaine to such development. But the value system of the Iranian society in the aforementioned period was highly traditional and imbued with concerns of the past and fell short of adopting new values and outlooks indispensible for socio-economic development. Thus the incompatibility of the value system and economic growth and development was one of the major reasons for the failure of the socio-economic plans embarked on by the Iranian Goverment during the said period.
M.J. Pakseresht
Abstract
The aim of this study was to investigate teaching conceptions, approaches and techniques at the Iranian higher education and consists of two parts. In the first and analytical part some of the developments which have affected the mission of the university in ‘postmodern” era are reviewed. ...
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The aim of this study was to investigate teaching conceptions, approaches and techniques at the Iranian higher education and consists of two parts. In the first and analytical part some of the developments which have affected the mission of the university in ‘postmodern” era are reviewed. Then through an analysis of the concept of teaching, some of the salient approaches to teaching are introduced. In the second part, the findings of a field investigation in which the teaching activities of 51 faculty members were directly observed are reported and discussed. The categorization of the data gathered through observation yielded two sets of teaching specifications: The first set comprises specealized, intellectual, and academic aspects of teaching, with the second set dealing with its interpersonal and affective features. The findings show a considerable similarity to the work of Lowman (1991) and Jackson et al (1999). The predominant teaching approach identified fits very well in teacher- centeredness/ content- orientedness teaching perspectives.
H. Elhampour; M.J. Pakseresht
Abstract
This study was conducted to realize two aims: 1) to identifi the spectrum of Shahid Chamran University students’ leisure- time activities, and 2) to survey how leisure- times are spent considering factors such as gender, socioeconomic status, field of study, academic performance, place of residince ...
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This study was conducted to realize two aims: 1) to identifi the spectrum of Shahid Chamran University students’ leisure- time activities, and 2) to survey how leisure- times are spent considering factors such as gender, socioeconomic status, field of study, academic performance, place of residince (on vs off campus) and place of birth of students. The statistical population of this study consisted of all students admitted to the University in 1378 (1999), from whom a sample of 640 students (300 male 340 female) were randomly selected The research data were gathered by using a purpose- designed questionnaire on the basis of students’ opinion survey. It was tested on 60 students before the final version was arrived at. The research data covers a wide range of activities extending from various sport activities to watching TV, reading for pleasures etc. Statistical tests show meaningful differences between male and female students across various activities with regard to both the kinds of activities and time devoted to them. Socio- economic status is also a source of some meaningful differences, particularly distinguishing between the interests of high vs low economic status students. Field of study, academic performance and place of living also demonstrated important differences. Female, students seem to face limitations regarding both leisure time facilities and access to them. On the basis of the data a number of suggestions have been made to improve conditions.
M. J. Pakseresht
Abstract
In the history of our (Iranian) Higher Education, the decades of 1370’s/1990’s witnessed the development of scientific research in many areas including educational and behavioral sciences. In our educational and behavioral researches, which are usually conducted by using descriptive ...
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In the history of our (Iranian) Higher Education, the decades of 1370’s/1990’s witnessed the development of scientific research in many areas including educational and behavioral sciences. In our educational and behavioral researches, which are usually conducted by using descriptive and semi-experimental approaches, hypothesis- testing, mainly carried out by recourse to statistical significance testing, has gained a privileged status. But there is no consensus among methodologists and epistemologists concerning the procedures of hypothesis testing on the one hand, and statistical siginficance testing on the other. In this article educational and behavioral research is’ looked at against a broad methodological and epistemological perspective to see how it stands with respect to hypothesis testing in general and significance testing in particular. To attain this goal, first an analysis of ‘hypothesis’ is given. Then hypothesis testing is explored within the tenets of empiricism and rationalism, leading to a discussion of Reichenbach’s inductivism and Popper’s deductivism. Finally, some of the basic criticisms leveled against statistical significance testing are reviewed. The arguments offfered point to certain methodological drawbacks in the educational and behavioral research of our higher education. It is concluded that progress in basic research in our country depends very much on overcoming these drawbacks implying that certaAj aspects of our research approaches should be reviewed.
