PhD admissions system in Iran and in top 3 universities: A comparative stud
Hatam
Faraji Dehsorkhi
Kharazmi University
author
Hamidreza
Arasteh
kharazmi University
author
R
Bghdadchi
دانشجوی دکتری مدیریت دولتی، دانشگاه علوم تحقیقات واحد بین الملل قشم
author
عبدالرحیم
نوه ابراهیم
دانشگاه خوارزمی
author
بیژن
عبدالهی
دانشگاه خوارزمی
author
text
article
2017
per
The present paper aims to investigate thedifferences and similarities of the PhDadmissions systems in Iran and the leading universities in terms of objectives,desired qualities as well as entry requirements. In doing so,descriptive-comparative method was applied. Consulting with the ShanghaiRanking, the graduate admissions systems of the top three universities, i.e.Harvard University, Stanford University, and the University of Cambridge alongwith the Iranian PhD admission system were examined. To gather data,documentations and universities’ websites were examined. In addition, wecorresponded with the graduate admission office of each university. Beredy’smethod or framework was used to analyze data. Findings show: All graduateadmissions systems look for highly qualified applicants. Additionally, the IranianPhD system pursues other objectives as well. With regard to desired qualities,all graduate admissions systems look for a wide range of academic andnon-academic qualities in the applicants. The Iranian PhD admissions system,however, seems to take less account of non-cognitive qualities. With regard toentry requirements, all graduate admissions systems utilize a variety ofmeasurements to screen out applicants, but the entry requirements used in theIranian PhD admissions system are flawed in terms of reliability, validity andrelevance. Finally, some implications are offered.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
5
34
https://education.scu.ac.ir/article_12622_3eeb20959bb0c902785c50b7c50fe122.pdf
dx.doi.org/10.22055/edu.2017.12622
The experiences of elementary school teachers regarding teachers’ experience as philosopher-teachers
A
Mosavi
دانشجوی کارشناسی ارشد دانشگاه شهید چمران اهواز
author
P
Valavi
استادیار، دانشگاه شهید چمران اهواز
author
J
Hasshemi
استادیار دانشگاه شهید چمران اهواز
author
text
article
2017
per
Thisstudy attempts to investigate teachers’ experience as educational philosophers based on theexperiences of elementary school teachers. Research method is qualitative. The population consisted of all elementary school teachers of Ize City. The samplesize was not determined in advance, but, using a purposive method, samplingcontinued to the point of saturation which occurred after interviewing fortysubjects (participants) who were willing to beinterviewed. Semi-structured interviews were used to collectthe data.Data from the interviews were analyzed based on van Manen’sphenomenological method. The gathered data were analyzed in order to explainthis lived experience. Then theresultant processed findings were returned to participants for validation. Thefindings include 20 themes which were categorized in 4 major axes. The firstaxis comprising major tasks of the teacher included 7 themes: goal setting, friendly relations, and attention toindividual differences, motivating, strengthening team spirit, strengtheningaccountability, and assessment of students. The second axis under the title offostering critical thinking subsumes 5 themes: creating a challengingenvironment, posing the question or issue, opportunities forcontemplation and reflection, participatory methods and criticism. The thirdaxis covering creative thinking includes 6 themes: discovery methods, creatingopportunities for practical activities, encouraging students' creativity,creative patterns, and creative curiosity. In the fourth axis called deepeningof knowledge 2 themes were identified: research and teaching aids. Sinceit is the teacher that copes with the actual conditions of teaching and hasfirst hard knowledge of students’ interests, demands needs and abilities, hecan provide grounds for an autonomous learning process. Also, if the teacher isto be successful in teaching thinking, he should be a philosopher - teacher whocan make use of all the factors that support the cultivation of criticalthinking in students.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
35
56
https://education.scu.ac.ir/article_12623_8c23a5a5fb7494d710e68d11e534de45.pdf
dx.doi.org/10.22055/edu.2017.12623
A comparison of Farabi’s and Heidegger views concerning being and implications for education
M.H.
Mirzamohammadi
دانشیار دانشگاه شاهد
author
text
article
2017
per
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.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
57
76
https://education.scu.ac.ir/article_12624_507dc1b85b358071a4f87121a8c70314.pdf
dx.doi.org/10.22055/edu.2017.12624
Understanding of the Recent Religious Intellectual Capacity in Iran for Realization of the Modern Citizenship Fostering
حمیدرضا
پروار
دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه شیراز
author
babak
shamshiri
Associate Professor, Department of Philosophy of education, Shiraz University, Shiraz, Iran.
author
mohammad
mazidi
Associate Professor, Department of Philosophy of education, Shiraz University, Shiraz, Iran.
author
text
article
2017
per
The religious intellectualism, resulting from thereligious confrontation with modernity, has become one of the most contentious,though influential, approaches in the contemporary Islamic world. Thisphenomenon has also given rise to many controversial debates among the scholarssubscribing to different theoretical and ideological orientations. These orientations have provided grounds forthe religious intellectualism in Iran to be labeled as different intellectualwaves such as Islamic revival, Islamization of knowledge with its very recenttrend recognized as an epistemological and philosophical orientation. Therecent religious intellectualism in Iran claims to possess the ability to adaptreligion to modernity and its components such as citizenship. The main purposeof this study, first, was to verify the possibilities and capacity of therecent religious intellectualism so that a program for educating appropriatecitizens could be drawn up. This research was conducted under a qualitativeparadigm using a descriptive-interpretive approach to analyze the data. Theresults of the study reveal that the current intellectualism in Iran, with allof its pre-suppositions and principles which prioritize epistemology overontology has been able to adapt itself, in many cases, to the assumptions ofmodernity and modern citizenship thus making provisions for the realization ofthe modern citizenship training.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
77
104
https://education.scu.ac.ir/article_12625_d471b124a6d1e755e8b4fd1fa2ebf012.pdf
dx.doi.org/10.22055/edu.2017.12625
Objectivity in educational science, from the perspective of rational reconstruction method
ali
karimi gildeh
دانشجوی دکتری رشته فلسفه تعلیم و تربیت، دانشگاه تربیت مدرس
author
alireza
sadeqzadeh
استادیار، دانشگاه تربیت مدرس
author
mahdi
sajadi
دانشیار، دانشگاه تربیت مدرس
author
khosro
bagheri
استاد، دانشگاه تهران
author
text
article
2017
per
In recent decades interpretive approaches overcome the explanatory approaches in educational researches and this fact has led some experts to consider the achieve ment of objectivity in educational research impossible. The aim of this study is to investigate the possibility of achieving objectivity in empirical research in education and, subsequent to an investigation of the viewpoints of positivists, post positivists and the Reconstructionist approach, an attempt is made to answer this quetation from the perspective of the rational reconstruction of Habermas. The method of this research is deductive comparative. The findings suggest that consideration of the universal normative structures provides the educational researcher with a possibility of objectivity in interpretation. In this way, researchers can integrate approaches to interpretation with these of explanation. This secures an objectivity of reconstructive educational approach via internal impartiality; this distinguishes this approach from the positivist and post positivist approaches which invoke external impartiality research. At the end, the challenges and limitations of this type of objectivity in Educational Research have been examined and critically discussed.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
105
126
https://education.scu.ac.ir/article_12626_f43b5aa87b6744af8a9c170e8543ee4f.pdf
dx.doi.org/10.22055/edu.2017.12626
A comparative study of the course content of the environment al education in secondary schools of Iran and some selected countries and suggestions concerning the ignored approach and content of the curriculum in the environmental education in Iran
neda
parishani
دانشجوی دکتری برنامه درسی، دانشگاه اصفهان
author
Sayed Ebrahim
Mir Shah Jafari
استاد، دانشگاه اصفهان
author
F
Sharifian
استادیار، دانشگاه اصفهان
author
mehrdad
farhadian
استادیار، دانشگاه اصفهان
author
text
article
2017
per
The aim of this study wasto investigate the content element in the curriculum of the environment coursein secondary schools of Iran and some selected countries with suggestionsconcerning the ignored content of the curriculum in environmental education ofIran. The research method was comparative and descriptive-analytical. Theresults indicated that Swedish and Canadian curriculum approach to theenvironmental education involved sustainable development and theirenvironmental education content in the curriculum for secondary school seemedto be comprehensive and consolidated. Australia’s secondary schoolenvironmental education curriculum comes close to support a sustainabledevelopment approach and environmental education curriculum content proved tobe non-exhaustive and consolidative. The curriculum content of secondaryschools for environmental education in Turkey fell short of sustainabledevelopment approach and its environmental education content wasnon-comprehensive and integrated. The curriculum content approach of thesecondary school in Iran for the environmental education fell short of beingoriented toward sustainable development and was non-comprehensive andintegrated in contents of textbooks on biology, chemistry, geography and geology.In studied countries the selected contents centered around areas of knowledge,skills and attitudes towards the environment. With regard to the kind ofknowledge and the space dedicated to content, there was a significant gapbetween attitudes and skills in environmental education in the curriculum ofour country and those of the selected countries. At the end of study, using acomparative analysis, a streamlined content comprising 20 items, assumed to beignored in the curriculum content for environmental education in our country,was presented.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
127
152
https://education.scu.ac.ir/article_12627_df36ebf919bbbec75997bc245793d52b.pdf
dx.doi.org/10.22055/edu.2017.12627
A study of the effect of implementing philosophy for children program (P4C) on awareness of media violence and stereotypes in popular media of children
S
Kiyarsi
دانشجوی دکترای فلسفه تعلیم و تربیت، دانشگاه خوارزمی تهران
author
یحیی
قائدی
دانشیار گروه فلسفه تعلیم و تربیت دانشگاه خوارزمی
author
سعید
ضرغامی
دانشیار گروه فلسفه تعلیم و تربیت دانشگاه خوارزمی
author
یزدان
منصوریان
دانشیار گروه کتابداری و اطلاع رسانی دانشگاه خوارزمی
author
text
article
2017
per
Thesignificance of media awareness in Iran’s public schools is crucial in helpingChildren comprehend the visual media world in which they live. The world iscurrently a place where our youth are inundated with visual messages that areto be received, interpreted and critically analyzed. The aim of this study wasto investigate the effects of the philosophy for children program on awarenessof media Violence and stereotypes in popular media of fifth grade elementaryschool students (Boys) of Dezful. A random sample of 50 fifth grade boystudents participated in this study. Experimental group participated for 20sessions in the community of inquiry to discuss their favorite media contentsuch as games to be aware of the phenomena of media violence and gender andsocial stereotypes. The control group subjects did not receive training. Thefindings of this investigation showed that utilizing philosophy for childrenprogram has a positive effect on awareness of media Violence and gender andsocial stereotypes.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
153
176
https://education.scu.ac.ir/article_12628_60c20387b6a5b7db5028e7c710d62372.pdf
dx.doi.org/10.22055/edu.2017.12628
The pathology of the University of Applied Science and Technology by using the analysis of ANP and SWOT and Selection of an appropriate strategy
(The case studies: the Applied Science and Technology of Zahedan)
Sh.
Mohammadi
دانشجو دکترای برنامهریزی توسعه آموزش عالی، دانشگاه کردستان
author
E.
Parvin
دانشجو دکترای مدیریت آموزش عالی، دانشگاه علامه طباطبائی
author
S
Ghiasi
استادیار، دانشگاه علامه طباطبائی
author
O
Khorasani
کارشناسی ارشد تحقیقات آموزشی دانشگاه سیستان و بلوچستان
author
text
article
2017
per
The purpose of this study was recognition of the strengths, weaknesses, threats and opportunities of Applied Science University of Zahedan and selection of the best strategy to improve the operation of this university. By studying the internal and external environment of the university, the most important strengths, weaknesses, opportunities, and threats of these Applied Science Centers were identified. By using these strategic factors, the SWOT matrix was formed and the appropriate strategies were codified in order to improve the operation. To determine the priority of suggested strategies and choosing the best integrated strategy, the SWOT model and ANP model were used. Based on the results the highest priority was given to ST strategy with a weight of 0.324. The second, third and fourth priorities were given to WT (weight 0.324) strategy, WO (0.131) strategy, SO (0.123) strategy. Therefore, the Applied Science University of Zahedan should concentrate on ST (0.399) strategy, as the highest priority.
Journal of Educational Sciences
Shahid Chamran University of Ahvaz
2008-8817
23
v.
2
no.
2017
177
198
https://education.scu.ac.ir/article_12629_1f6a0c733f553e31e5b42a50f369ceb9.pdf
dx.doi.org/10.22055/edu.2017.12629