Educational Planing
Akram Dehbashei; Hadi Pourshafei; Mohsen Ayati
Abstract
Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method ...
Read More
Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method is research synthesis. The research area consists of 293 articles about the future prospects of learners, which were presented in reputable scientific journals between 1999 and 2023. The research sample includes 43 articles that were collected purposefully and were selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Content analysis was used for the synthesis of scientific documents and documents in the field of research. The data obtained from this research were analyzed based on coding in three open, central and selected levels.ResultsBased on the data analysis, the effects of the future perspective for learners were classified into 5 dimensions, 17 factors and 47 categories, which include the behavioral dimension (reducing stressful behavior, strengthening healthy behavior and emotional behavior); psychological dimension (motivation, self-knowledge and psychological effects); The contextual dimension (economic and social), the educational dimension (academic progress, motivation, learning independence, active evaluation, academic satisfaction and deepening of learning) and the planning dimension (planning, time management and goal setting) were classified. DiscussionThe results showed that creating an attitude of the future perspective in the learners can be the basis for many effects for the learners in the present and future times, therefore, the ground should be provided to improve and strengthen this attitude in the learners according to the curricula. come Paying attention to the perspective of the future in the three areas of the curriculum, including the intended, implemented and acquired programs, provides the background for the dynamics of educational systems in relation to the changes in society.
Bahare Rasuli tabar; faramarz malekian; faranak mosavi; Mohammad Javad Karamafrooz
Abstract
IntroductionThe learning organization takes advantage of the mechanism of "research"-based education, which is an important innovation and experts consider it to stimulate research skills and acquire scientific knowledge; this type of teaching and learning is actually an educational exercise where students ...
Read More
IntroductionThe learning organization takes advantage of the mechanism of "research"-based education, which is an important innovation and experts consider it to stimulate research skills and acquire scientific knowledge; this type of teaching and learning is actually an educational exercise where students search for content, examine and answer questions, and take ownership of their learning experience MethodThe qualitative method of Grounded Theory and using the interview tool was the chosen research method in the present study. The target population of the research was experts, specialists, professors and university informants in the field of management as well as education managers of Kermanshah province were selected using the "snowball sampling" method, theoretical saturation was done.ResultsThe findings of this study showed that the "learning organization" as an organization based on dynamics and transformation and resulting from individual, group and organizational activism, is a dynamic and changing entity that "individual and organizational" causal factors (including personality traits, beliefs and needs) trainers, job motivations and organizational planning), contextual factors based on "fundamental modernization and transformation" (including transformation in the education system, organization transformation, individual transformation, cultural transformation and transformation in social interactions), intervening factors "Inter-organizational" (including organizational facilities and capacities, structure, management and culture) have an effect on the emergence of this phenomenon in the education of Kermanshah province. DiscussionIn the model that is presented in order to realize the learning organization in the education of this province, attention should be paid to "factors at both individual and organizational levels" and in line with the above-mentioned influential factors, macro-management strategies to change the management paradigm, including transformation in the structure, empowering employees, strengthening organizational culture and applied to witness organizational and extra-organizational results and achievements including individual growth and excellence (trainers), organizational excellence, satisfaction and finally, the improvement of the country's scientific level.
Mehran Karimi Firoozjaei; Hakimehalsadat Sharifzadeh; Zeynab Karamkhani
Abstract
IntroductionCultural education is influential in preparing and empowering people to achieve cultural, professional, and personal objectives and acquire social norms. The present study aimed to identify the cultural education components and its relationship with mass communication media with an emphasis ...
Read More
IntroductionCultural education is influential in preparing and empowering people to achieve cultural, professional, and personal objectives and acquire social norms. The present study aimed to identify the cultural education components and its relationship with mass communication media with an emphasis on virtual space. MethodThe mixed research method was exploratory (qualitative-quantitative) and the case study was used as the qualitative method. The statistical population included Instructional, cultural, and educational experts of the General Department of Education of Mazandaran province during 2020-2021. In this qualitative research, 10 people were selected based on the theoretical saturation of the sample using the purposeful snowball sampling. In the quantitative research, the population consisted of all the teachers of Babolsar city (n= 430). The sample size was calculated to be 200 people using Karjesi and Morgan Table, and the random sampling method was applied. The semi-structured interview was used to collect the data in the qualitative method, which were analyzed based on the open, central, and selective coding. Further, the researcher-made questionnaire was used in the quantitative method and the data were analyzed using SPSS and AMOS software. ResultsThe qualitative findings indicated that 35 sub-categories in the open coding section, 12 sub-categories in the central coding section, and five main categories in the selective coding section were extracted under the title of knowledge seeking, independent thinking, critical thinking, Iranian-Islamic identity, and mass media regarding cultural education. The quantitative results revealed a significant fit between the components of cultural education, including knowledge seeking, independent thinking, critical thinking, and Iranian-Islamic identity, and the mass communication media. DiscussionTherefore, complex cultural factors play a role in using mass media, which need to be identified. Cultural education provides unique opportunities to obtain desirable results in achieving the educational objectives, i.e. quality of life, humanity, cultural pluralism, citizenship, general education, and personal satisfaction (self-fulfillment). Expanding the curriculum model application based on the cultural education components in educational, cultural, and social institutions, especially the Ministry of Education, contains an crucial and special application in improving the cultural spirit of education staff and teachers, and consequently, leads to the development and students' progress and the scientific development of Iran.
Sorayya Ruodi aliabadi; Mohammad akbary; Mohsen Ayati
Abstract
IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of ...
Read More
IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of this study using the systematic review method. To achieve the purpose of the study, a regular and extensive review of the research background was conducted. For this purpose, databases of SID, Magiran, Noormags, Eric, Sage, Science Direct & scholar google were searched. After removing the articles disproportionate to the purpose of the research, a complete review was performed on the remaining 27 articles. ResultsFinally, it was revealed that of regular review of research background led to the extraction of 4 general factors. Findings showed that individual, educational, socio-cultural and family factors are involved in lifelong learning. Individual factor including personality factors and mental agency; The educational factor includes factors related to the teacher, factors related to teaching and curriculum, and factors related to educational tools and facilities; The socio-cultural factor also included community relations, integrated team-based learning, and culture structures, and family factors including the relationship between the family and the university and the parent-teacher association. According to the extracted articles, among the many factors involved in lifelong learning, the individual factor and the educational factor are the most abundant. The socio-cultural factor is also the third factor that has the most frequency. Family factors are next, which are effective in lifelong learning. The findings of this study can provide appropriate solutions for education authorities.Based on the results of this study, the effects of the individual, education, family, culture and society on lifelong learning awareness are reflected in the individual's motivation and learning goal, which directly affects the effectiveness of learning. As a result, there will be a guide to the general habit of lifelong learning. Therefore, lifelong learning policy, in addition to a high-level strategy, should create a positive conscious environment with sufficient learning materials and social conditions to stimulate self-learning initiative and strengthen self-directed learning motivations. The findings of this research can provide appropriate solutions to the guardians of education.
Alireza Eghbali
Abstract
Today, in planning around university administration, in addition to many issues, there is a need to estimate the demand for higher education in the coming years. Among the factors influencing the demand for higher education are economic conditions and variables. Prosperity and recession are among these ...
Read More
Today, in planning around university administration, in addition to many issues, there is a need to estimate the demand for higher education in the coming years. Among the factors influencing the demand for higher education are economic conditions and variables. Prosperity and recession are among these conditions that have not been addressed in studies conducted in Iran.Education can be influenced by business cycles for many reasons. Prosperity and recession periods increase a person's motivation to grow specialized skills, on one hand, and due to the right business conditions and the rising opportunity costs,Encounter with more costs to assign time for the education on the other hand ; therefore it can decrease the motivation of education. The purpose of this article is to investigate the effect of boom and bust periods on the enrollment rate of Payame Noor University in the country during the years 2005-2015. Accordingly, the combined data method based on provincial data has been used. The results of the article show that the share of Payame Noor University students to the total number of students in the provinces of the country during the boom periods has decreased and in contrast, this share is positive during the recession periods. The results also show that the intensity of impact in periods of boom and bust is relatively low and very low. Therefore, it can be stated that the enrollment rate in Payame Noor University has anti-cyclical behavior. These results confirm that people are affected by their cost at the time of enrollment in this university. The results of this article can help university management what policies to adopt in times of prosperity or recession. In previous studies, the effect of economic growth on the enrollment rate has been mainly considered, while in this article, the effect of general economic fluctuations in the form of boom and bust periods has been discussed.
Mohammad Hosein Ganji
Abstract
Introduction: Education is in a deep relationship with our perception of science and philosophy of science is a knowledge which shapes our perception of the nature of science. Different points of views in philosophy of science like positivistic views, critical rationalism, and after them the historical ...
Read More
Introduction: Education is in a deep relationship with our perception of science and philosophy of science is a knowledge which shapes our perception of the nature of science. Different points of views in philosophy of science like positivistic views, critical rationalism, and after them the historical –sociological views of Thomas Kuhn and Paul Feyerabend, lead to different requirements and consequences in education. This paper studies Feyerabends views in philosophy of science and education and the consequences of his ideas. Method: The method in this paper is philosophical-analytical based on Feyerabend writings. Results: Although Feyerabend points of views are not weak, but he does not present any mechanism in order to make his suggestion practical. Until the time of introducing the methods to make his ideas practical, if assuming it possible ,the most important factor in realization of educating critical thinking and nurturing the modern and free thinker human being, which is considered by Feyerabend, is the characteristics and personal capabilities of teachers. Discussion: Paul Feyrabend is famous for his controversial views on philosophy of science. Two of his points of views are believed to be the most important ones: One is the incommensurability of scientific alternative theories and the other one is the negation of exact method in science production. There is another important aspect in Feyrabend’s views which is as important as the mentioned views. This important aspect is desacralizing of science and the denying of exclusive authority about new science. Denying of exact methods for new science, the incommensurability of theories, and the acceptance of knowledge relativity set the ground for all scientific claims.But Feyrabend thinks that the domination of science does not let the other epistemological traditions to express themselves.Almost all of the science philosophers ,except positivists such as Francis Bacon,believe that creation of scientific theories is not methodical,but for evaluating the theories both the positivistic inductive and Popperian non-inductive approaches see the science methodical. Feyrabend sees both the inductivism and Popperian non-inductivism unsuccessful in explaining the ups and downs of science and his famous quotation that “Anything goes” is a representative for his notion. He thinks that science is affected by the non-scientific factors .The hegemony of science,which has made the science as a sacred ideology,does not allow the other traditions to be seen.He looks at the nowadays educational institutions as the guards of the sanctity of science and the barriers of expressing other traditions. By elaborating on the aforementioned points, this paper aims at studying Feyrabend’s critiques about the educational system and his suggestions to improve the system and leads to a comprehensive philosophic evaluation of his suggestions.He imagines a free society in which,all of the traditions have equal rights and people choose based oncritical thinking and arguing rather than propaganda and under the authority of science and scientists.It can be said that he desires an utopian society than arealistic one. This paper illustrates that although his ideas are logically strong, there are lots of barriers to implement them in the society.
malihe charkhab; Mohammad Hosseinpour; Maria Nassiri
Abstract
Education is one of the basic pillars of any society and the survival, permanence and progress of any society depends on the quality of its education. The educational organization, through its individual and collective mission, guides development and progress. In recent decades, managers of organizations ...
Read More
Education is one of the basic pillars of any society and the survival, permanence and progress of any society depends on the quality of its education. The educational organization, through its individual and collective mission, guides development and progress. In recent decades, managers of organizations have recognized the role of professional ethics and consider the element of ethics as one of the factors in the stability of the organization and achieving its ultimate goals. Method According to the research statements, the method of this study is mixed (qualitative-quantitative) and in terms of the type of application and the way of data collection; It has been descriptive and survey. This research has two exploratory sections including; Identifying the process of future research model of professional ethics development and also extracting the most important components affecting this process by using three-pronged theory, has provided a conceptual framework. The proposed framework for professional ethics for managers is to gather the opinions of a dozen individuals from the field of educational sciences; The researcher was analyzed based on the answers to the research questions obtained by Delphi method and the data obtained from the agreement of experts with Dimethyl method and interpretive structural modeling were analyzed; Then, in a quantitative section, the model obtained on the studied managers was processed by structural equation modeling method. Results The findings showed; Future research studies have been effective in identifying terrestrial, structural, and content factors with the aim of developing professional ethics. Content factors have the greatest impact on the development of professional ethics. Structural factors: Strategic control and organizational policy; Content Factors: The compilation of the Charter of Professional Ethics was Cultural, Organizational, and Organizational. The results show that the application of professional ethics requires the provision of a systematic structure and process with executive capabilities that can be provided to managers as a suitable foundation. Discuss The aim of this study was to develop the professional ethics of education managers using future research knowledge and using a three-pronged model; The most important results showed that future research studies have been effective in identifying terrestrial, structural and content factors with the mentioned purpose and then the impact, importance and priority of each identifying, determining and determining factor based on future research studies were designed. The use of this model as an intellectual framework and guide to implementing professional ethics is recommended for managers of the organization
Philosophy of Education
narges sajjadiyeh; Somayeh Surani
Abstract
Human being has been thought to emancipation with education. Among these, discussion about method of education has been one of the challenges of educational action. One of the popular educational methods is habit which many philosophers and educationalists concern about. In Plato's book and Aristotle's ...
Read More
Human being has been thought to emancipation with education. Among these, discussion about method of education has been one of the challenges of educational action. One of the popular educational methods is habit which many philosophers and educationalists concern about. In Plato's book and Aristotle's works we can find some views about it. This paper aims at a comparative analysis between these views. Our findings indicate us that the concept of habit for Plato is different from Aristotle. While Plato considers habit as a neutral things, Aristotle identifies it as a positive matter. On one hand, Plato sees habit in the moral and spiritual context. َOn the other hand, Aristotle applies habit in vocational education too. Consequently, we can say that Aristotle justifies habit deeper than Plato. While in childhood teacher evaluate the content of habit with reason, In adulthood, individual, herself does this evaluation. in both views habit should be coherent with reason
Philosophy of Education
M.H. Mirzamohammadi
Abstract
This research was an attempt at comparing Farabi’sand Heidegger’s views on being and their implications for education. Based on the researchobjective, four researchquestions were formulatedas follows: What are Farabi's innovations in the interpretation of Being inIslamic philosophy? What ...
Read More
This research was an attempt at comparing Farabi’sand Heidegger’s views on being and their implications for education. Based on the researchobjective, four researchquestions were formulatedas follows: What are Farabi's innovations in the interpretation of Being inIslamic philosophy? What are Heidegger's innovations in the analysis of Beingin western philosophy? What are the commonalities of and differences betweenthe views of these thinkers regarding being? What are the implications of theresults of this comparison for education? The methodology used was descriptive – analytic(comparative analysis) and deductive. The findings show that themain commonality of Farabi’s and Heidegger’s points of views about Being isreturn to Being (existence) as against existents. Of course, for Farabi, Beingis hierarchical and value – laden. Also education for both Farabi and Heideggercomsists in the realization of Being. Of course, for Farabi, the ultimate Beingis God's being, whereas for Heidegger it is the ‘self’ that is consideredimportant.
hossein eskandari
Abstract
This article has been originated from an analytic, theoretical and qualitative research. The aim of this study was analysis and classification of views and approaches toward application of modern technologies in education. There are two main questions: Is technology a cultural-value phenomenon? And second ...
Read More
This article has been originated from an analytic, theoretical and qualitative research. The aim of this study was analysis and classification of views and approaches toward application of modern technologies in education. There are two main questions: Is technology a cultural-value phenomenon? And second one, which determiner has main role in usage and distribution of technology: user, society, technology? In regard to different philosophical and educational views, there would be different responses. In addition to classifying different responses, this article tried to explain Iranian educational system’s states in regard to these two questions. To what extent does the “Document of Fundamental Reform of Education” emphasize on "intelligent application of technology"? And on what meaning of “technology” is rooted? Analyzing the Document content and exploring the past two decades experiences showed that Iran’s education system, theoretically and practically, has followed instrumentalism approach. At the end, in addition to warning about negative outcomes of using instrumentalism, the article, suggested that “technology” should be seen from different perspectives, and for education system it is better to have a comprehensive approach in study technology.
M. Pourkarimi Havoshki; H. Hasani; M. Yaridehnavi
Volume 21, Issue 2 , December 2015, , Pages 5-22
Abstract
The aim of this study was to explain the essence and the quality of artistic education from the perspective of Roy Baskar's critical realism integrated approach. To this end, the following two questions were investigated: 1) what is the integrated approach to art? 2) How artistic education can be implemented ...
Read More
The aim of this study was to explain the essence and the quality of artistic education from the perspective of Roy Baskar's critical realism integrated approach. To this end, the following two questions were investigated: 1) what is the integrated approach to art? 2) How artistic education can be implemented from the integrated perspective? These questions were answered through analytical and inferential method. Regarding the first research question, the results of the study indicated that the integrated approach to art according to Baskar's approach means field and interdisciplinary applications. That is, designing the course along the lines of the art's approach to goals, rules and principles, and the applications which indicate the relationship between art course and other disciplines, fields and different life dimensions. Therefore, art course should pay attention to the inherent features of art, the rules for creating a work of art, and the instruction of individual, moral, religious, and social applications of art. Regarding the second research question, the findings suggested that it is necessary to reinvestigate the main components of education such as the teacher, the student, materials, and the methods of evaluation according to the integrated approach. The teacher should be familiar with art philosophy, art applications, and the rules for creating a work of art. The student should be encouraged to create a work of art based on the rules and principles of art. The content should be centered on the fundamental, mediatory, and subsidiary levels. And, the evaluation should be based on the mastery of these levels by students.
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 ...
Read More
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.
S.M Sajadi; M. Banahan
Volume 20, Issue 2 , December 2014, , Pages 25-44
Abstract
In this essay authors try to clarify the evolution of the concept and situation of reason from ancient Greece through the Middle Ages with emphasis on Plato and Aquinas points of view , and to investigate the changes and differences of the concept of reason as the most fundamental element of human cognition ...
Read More
In this essay authors try to clarify the evolution of the concept and situation of reason from ancient Greece through the Middle Ages with emphasis on Plato and Aquinas points of view , and to investigate the changes and differences of the concept of reason as the most fundamental element of human cognition and to consider the educational implications there of. In addition to the clarification of the importance of the situation of reason during each era, to revealing the range of its effects on education is another aim of this essay. Our and above the clarification of the place and status of reason, this investigation attempts to answers the question of whether or not there was a relationship between the status of reason and education in the eras involved. The answer is accessible by paying attention to the educational theories of plato and Aquinas, which are explicitly or implicitly based on their epistemological views on reason
M. Abedini baltork; E. Mirshahjaferi
Volume 20, Issue 2 , December 2014, , Pages 151-170
Abstract
Principles of peace are worth living. Events honest moment that can help experienced social their lives. Peace, major prerequisite for the continued existence of human life, the generations are. As peace is important. Trained in this way lead like many problems. Fighting to remove or reduce. Peace education ...
Read More
Principles of peace are worth living. Events honest moment that can help experienced social their lives. Peace, major prerequisite for the continued existence of human life, the generations are. As peace is important. Trained in this way lead like many problems. Fighting to remove or reduce. Peace education is one of the most compelling moral imperative for all people who live on this Belief. The main purpose of this study is to analyze the content of primary textbooks, basedon peace education components. The components considered in this study are Sense of solidarity, of forgiveness, Sense of responsibility to others, recognizing diversity and individual differences, Rejection of ethnic differences, racial, religious, loving others. Used method in analyzing of present study content was Shannon Entropy Method and unit of analyzing is also pages of (text, questions, practices and pictures) that include in sum of 3467 pages. Statistical society all of primary books .Sense of solidarity components more than other components and the less amount of consideration is relate to recognizing diversity and individual differences.
Y Mehralizadeh; o mehni; h Elhampour
Volume 21, Issue 1 , May 2014, , Pages 5-20
Abstract
This study was conducted to evaluate the performance of Board of trustees oriented schools (Heyat omana). Due to the characteristics and conditions of schools, to achieve the objective the Grounded theory was used. To collect the required data using a snowball sampling of 15 schools selected beneficiary ...
Read More
This study was conducted to evaluate the performance of Board of trustees oriented schools (Heyat omana). Due to the characteristics and conditions of schools, to achieve the objective the Grounded theory was used. To collect the required data using a snowball sampling of 15 schools selected beneficiary groups and semi-structured interviews were conducted with these individuals. The information gathered in the interviews, based on the Grounded theory, the Foundation has three stages of coding (open, axial and selective) to open the 254, 68 and 19 categories of data were extracted. The categories below are the major components of the final Grounded Theory (condition, peripheral, intermediate, central, strategic and outcome) were formed and eventually the final research model
H Zainalipour; E Zaree; S.H. Mozafari saleh
Volume 18, Issue 2 , February 2012, , Pages 31-50
Abstract
The main propose of this study is to survey the extent of approved educational ethical goals ...
Read More
The main propose of this study is to survey the extent of approved educational ethical goals achievement and its relation to moral judgment among students of fifth grade elementary school in Bandar Abbas. Research method is descriptive-survey and correlation study. Research population consisted of all fifth grade students of Bandar Abbas and a sample of 394 students were chosen by cluster sampling. Two questionnaires were used for data gathering. The first questionnaire made by researchers was ethical goals achievement questionnaire and the second one was moral judgment questionnaire (MJT). Descriptive statistics including the computation of mean, standard deviation and Pearson correlation and inferential statistics involving T and Friedman tests were used to analyze the data. The findings indicate that the approved ethical goals have been achieved by 5th –grade student at a desired level in Bandar Abbas primary education. Although all goals have been achieved at the desired level, their achievement levels differ and their ranks vary. In effect, the goals with respect to which there were consensus and cooperation between home and school showed a higher level of realization. Results also show significant relationship between the levels of moral judgments and ethical goals at 0.05. But out of the twenty one moral goals only seven goals didn't have relation to moral judgments. The Content of these seven goals shows that they are influenced by parents' child rearing style and school's control and discipline.
M.R Navah
Volume 18, Issue 1 , September 2011, , Pages 43-60
Abstract
In his scientific activities, Durkheim was increasingly pursing the issue that government through social intervention in moral planning, should utilize and implement social knowledge and sociology to establish social coherence and equilibrium. Dorkheim maintained the view that he was a pioneer who intended ...
Read More
In his scientific activities, Durkheim was increasingly pursing the issue that government through social intervention in moral planning, should utilize and implement social knowledge and sociology to establish social coherence and equilibrium. Dorkheim maintained the view that he was a pioneer who intended to reform the society by following social positivist codes (rules). He thought (assumed) that his commitment to moral and social reforms via improvement in the structure and content of education for the benefit of society, made him a sociocentrist (socialist). However, contrary to his alleyed reformative purposes his ideas were closer to the traditional conservative purposes, which involve, moral harmony and permanent hierarchy. In his belief, development must be in harmony with social order, not with human beings freedom, and he assumed that it was the duty of modern educational to realize this goal. Dorkheim's main concern was re-establishing social coherence and social harmony in the modern industrial world.
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 ...
Read More
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.
yadollah mehralizadeh; A. Moarefzadeh; M Khoddadady
Abstract
The aim of this research was to explore the extent to which the educational policies adopted for the third economic development plan were carried out in education at Ahvaz local office of secondary education (ALOSE) during the third development plan (2000-2004). A qualitative methodology was used and ...
Read More
The aim of this research was to explore the extent to which the educational policies adopted for the third economic development plan were carried out in education at Ahvaz local office of secondary education (ALOSE) during the third development plan (2000-2004). A qualitative methodology was used and data were collected via smi-structured interview (Interviews done with Education Local Authorities) and documents analysis. The results indicated that: 1) during the third development plan in ALOSE, a series of models of educational change such as preplan change, evolutionary change, organizational cycle, political, social recognition and cultural change were taken into consideration; 2) the level of performance was significantly higher in the fifth year of the developmet plan compared to the first year with regards to reforms such as: Competition oriented reforms, financial oriented reforms, justice oriented reforms and quality and productivity oriented reforms.
S.A.R. Alavi; A. Shariatmadari
Abstract
In this article, the educational viewpoints of J. J. Rousseau concerning the goals, principles and methods of eduation have been extracted from their relevant sources, and compared and contrasted with Islamic educational thoughts, which in turn have been extracted from Islamic texts. The results of this ...
Read More
In this article, the educational viewpoints of J. J. Rousseau concerning the goals, principles and methods of eduation have been extracted from their relevant sources, and compared and contrasted with Islamic educational thoughts, which in turn have been extracted from Islamic texts. The results of this research show some notable similarities and differences between Rousseau’s educational ideas and Islamic educational thoughts.
S.M. Sajjadi
Abstract
One of the developments of the contemporary period that has had and continues to have tremendous effects in the economic, social and cultural spheres is the issue of globalization. Globalization with its dimensions (social, cultural and economic) has many effects (positive and negative effects) on all ...
Read More
One of the developments of the contemporary period that has had and continues to have tremendous effects in the economic, social and cultural spheres is the issue of globalization. Globalization with its dimensions (social, cultural and economic) has many effects (positive and negative effects) on all areas, including education. Today, one of the symbols of the impact of globalization on education is global learning and changing the paradigm of education. In other words, the impact of globalization on the education system means change in the paradigm of learning and education. This article seeks to answer some basic questions about the impact of globalization on the basic components of education; What is the relationship between globalization and education? What are the changes in the goals of education resulting from the impact of globalization? What changes are there in the curriculum and the content of education and training? What are the challenging aspects of the effects of globalization on the components of education (goals, content, structure)? Of course, in this article, in order to achieve the desired goals, a brief review of the history of the emergence of globalization and its dimensions has also been considered.
Kh. Bagheri; A. Yazdani
