Shamsuddin Khazalia,; Mahshid Izadi; Mahdee Davaee,; Fahimeh Ansariyan
Abstract
Introduction
The present study was carried out with the aim of presenting an epistemological model of Quranic intellectual education in the elementary school.
Method
This research is fundamental-applied in terms of its purpose and in terms of data collection, the research method is mixed. In ...
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Introduction
The present study was carried out with the aim of presenting an epistemological model of Quranic intellectual education in the elementary school.
Method
This research is fundamental-applied in terms of its purpose and in terms of data collection, the research method is mixed. In terms of the method of implementation, the researcher's effort is based on the use of groundedd theory method (interview with experts) and the use of descriptive survey method, which collects research information data in two qualitative and quantitative stages.The statistical community in the qualitative part of the research included education experts, and non-random purposeful sampling method was used to determine the samples, and the number of 20 people was considered as the sample size using the saturation principle. The second group of the statistical population of this research in the quantitative part included all the elementary teachers of Tehran, numbering 2522 people. Cochran's formula was used to determine the sample size of the quantitative part: therefore, 300 people were selected as the research sample. In general, the sampling method in this study was random cluster sampling. Semi-structured interviews were used in the qualitative part of this research. In the quantitative section, a researcher-made questionnaire was prepared. The validity and reliability of the instruments were confirmed. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. In the quantitative section, a one sample t-test was used to answer the research questions.
Results
The results of the analysis showed that among the 49 indicators (items) available, 11 main components can be identified. These dimensions and components include affirmative knowledge (knowledge of self, environment and skill knowledge), explanatory knowledge (individual and social spiritual knowledge), real knowledge (intuition and gradual training), and credit knowledge (heart, senses and perception).
Discussion
In order to teach thinking, elementary teachers should provide education in a gradual and step-by-step manner while creating an intuitive mechanism for students. Individual and social spiritual knowledge is also considered in this research. In this regard, it is a priority for teachers to teach values and spirituality. Recognizing the documentation of the principles of religious thinking, intelligent response to problems according to the Quranic guidelines, and predicting spiritual issues according to the Quranic guidelines are other indicators of explanatory knowledge.
M.H. Heidari; H.A Bakhtiar Nasrabadi; H.R Behravan
Volume 18, Issue 1 , September 2011, , Pages 23-42
Abstract
Looking at the individual and social dimensions of human life shows that human's have never been able to live in absence of ethics and moral education at any period of history. One of the philosophers who, whit a view of the contemporary world condition, has deeply scrutinized the issues of morality, ...
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Looking at the individual and social dimensions of human life shows that human's have never been able to live in absence of ethics and moral education at any period of history. One of the philosophers who, whit a view of the contemporary world condition, has deeply scrutinized the issues of morality, was Karl Popper. In this article, which reflects an analytic approach, popper's epistemological theory' especially his critical rationality, which is imbued with ethical insights' has been examined to derive implications for ethical education. These implications involve principles such as "equality of humans in knowledge and values," "scientific modesty", "critical dialogue and debate" and "moral autonomy". Educational-moral strategies derived from these principles can be considered by educators who want to advance teaching process with regard to the principles of moral education.
S.M. Sajadi; S.E. Hoseini
Volume 17, 3,4 , February 2011, , Pages 7-238
Abstract
This Article was developed for the purpose to exploration of Foucault’s anthropology and epistemology and to critic of it s implications for limits of duties and authorities of practitioners of schooling. In purpose to responding ...
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This Article was developed for the purpose to exploration of Foucault’s anthropology and epistemology and to critic of it s implications for limits of duties and authorities of practitioners of schooling. In purpose to responding this questions used inferential analytic and for gathering information the librarian method was used. The results made it clear that based on anthropology and epistemology of Foucault’s theory the following implications deducible. The aim of education is not discovering of meaning but it is “self creation. Education does not have fixed global foundations because the truth is temporal and plural. So the fixed and same methods are not acceptable. Based on Foucault’s pluralism, all cultures are placed in the center of attention of educational system. Foucault’s educational theory is antiauthoritarian so the interests of the member of community are paid attentions much as possible. Education should be critical. For this purpose teacher's statements or the texts are not considered as a holly issue. In education attention to “others” has basic rule. It means that teacher can inform the students from others cultures. Education is based on discourse. So to critique for the educational discourse we should discover hidden or events and bring them back in to the discourse. We should doubt in the intentions of truth. It means we should don’t think that education always try to obtain or discover of truth. Basic of Foucault’s methodological principles the students can know possible conditions of each era. And each era has special characteristics. So students won’t examine historical period with same criterion. Basic on Foucault’s perspective the government couldn't monopolize the education and it has superstructure rule. So education moves toward decentralization. Also in the field of tasks and authorities of administrator in education he and post modernism avoid to employ the “management” term instead they use “conduct” term Because in the humanistic relationship, conduct is dominated. So in the Foucault view the leader is selected by others base on situation. Thus in school all power is not focus in a person as administrator. Task and authority of teacher in education is criterion of transform and relationship between different subjects with waste social, political and economical problems and as an intellectual he will play the role of deconstruction in culture that lives in. But the most critical that inter to Foucault view is that domains of tasks and authorities of educational practitioners is not definite absolutely. So to obtain the educational purposes will be face to problem.
H. Eskandari; H. Fardanesh; S.M. Sajadi; A.R. Sadegh Zadeh ghamsari; S. Beheshty
Volume 17, 3,4 , February 2011, , Pages 29-50
Abstract
This article examines "connectivism", from presumptions view and epistemological aspects. Connectivism theoreticians, claim this theory is a new learning theory for digital age, and a response to new and unsteady conditions of today societies. ...
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This article examines "connectivism", from presumptions view and epistemological aspects. Connectivism theoreticians, claim this theory is a new learning theory for digital age, and a response to new and unsteady conditions of today societies. Yet, many researches all over the world, have examined this theory from different aspects, especially in relation to virtual spaces and e-learning. But there are a few ones that have studied it from epistemological views. As any theory grounded in cultural context and also current scientific paradigm, societies that have different anthropological, epistemological and axiological coordinates, should examine new theories from this aspect, before they decide to apply it. In this regard researchers according to a descriptive-analytic method explain and criticize this theory. This review shows this theory by reliance to connective knowledge(versus quantity and quality knowledge) and obligation to emergent theory (versus causal theory), tries to move from reductionist views to holistic views in education environments; nonetheless research shows that application of results and rules of other sciences(physics) in education, and also organic tenet about human, and equalizing rules of neural, social and technological networks, makes this theory reductive, in more complicated way.
