نشریه علوم تربیتی
سال هفدهم شماره 3 (پاییز و زمستان 1389)

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 couldnt 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.

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.

The aim of present article is to identify factors that affect religious attitudes among students and to provide practical suggestions to deal with this issue. The research methods used in this study was survey and check the effects of dependent variable on the independent variable 434 high school students from among 36,718 students as the statistical community were selected by stratified random sampling. According to research findings (analyzed through Spss17), the depth and breadth of religious attitudes among students are desirable, and the variables such as having religious parents, performance of religious authorities and political factors were found to be more influential on religious attitudes of students than other variables.

This research was conducted to investigate the effect of higher education on development of critical thinking. By classified random sampling, 500 undergraduate students for two college in five group ((2005, 2006, 2007, 2008, 2009)) were selected. By compeleting (CCTST) and analyzing data by SPSS, the results indicated that there were significant differences among five groups of students and senior students gaind better scores than the juniors. In addition differences were found in three subscale of the test (evaluation, Analysis, Inference). However, the results revealed that not only higher education has positive effect on development of critical thinking, but also the scores of all students were lower than standard mean of the test. This research suggests that in spite of the fact that development of critical thinking is related to family and educational background of students before entering the higher education, but revision and improvement in the structure and curricular of higher education, is necessary.

The present study seeks to survey the mediatory role of achievement goals between class structure perception and cognitive engagement of students studying at the first grade of high school in governmental high schools of Ilam. Samples of the study were 288 male and 288 female students chosen through the multistage random Cluster sampling. The scales used were the indices of mastery structure of the class, avoidance structure of the class, mastery goals, performance-approach goals, performance-avoidance goals, self regulation, deep processing strategies and surface processing strategies. Validity and reliability of the methods used here have been reported to be suitable. The statistical method implemented in the study was "the structure modeling equation" done by the use of LISREL8.51 software. Results have shown that only the direct path of performance-approach goals towards deep processing strategies is not meaningful path and other direct and indirect paths are meaningful. Also with view to the correlation co-ef ficients observed among variables and improvement the goodness of fit of the indices, the LISREL8.51 program suggest adding the paths of mastery structure to self regulation, self regulation to deep processing strategies, and self regulation to surface processing structure and also removing the paths of mastery goals from the deep processing strategies. So, after removing the problematic paths and adding the suggested ones, the fit of the corrected model was examined. Most of fit indices obtalned support the complete agreement of the revised model with data.

The aim of this study was to compare the authority figure motivation and successful figure motivation between male and female manager's public and non-public high schools in Ahvaz. 120 managers (60 public high schools managers, and 60 non-public high schools managers) were randomly selected by stratified sampling. The results test-retest reliability and internal consistency for authority figure motivation and successfully figure motivation scales were significant, and satisfied. T-test analysis indicated that there is significant difference between public high school managers and non-public high schools managers in terms authority figure motivation and successfully figure motivation and, but there is not significant difference between male and female managers.

The aim of the present article is to investigate the comparative advantage of state higher education majors in Kurdistan province in bachelor’s degree and associate degree from 1382 to 1385 in Kurdistan University and boys and girls’ junior colleges in Sanandaj as the most important centers of state higher education in province and its comparison with economic advantages of this region. The results of the computation of comparative advantage that has been done by the revealed comparative advantage of Ballassa show that Kurdistan province has comparative advantage in 8 sections and 37 activities out of 15 sections and 72 economic activities but although most of the majors have comparative advantage in higher education, there is not so much accordance with economic sections’ advantage due to limitations in majors. There is also difference between KurdistanUniversity and boys and girls’ junior colleges in Sanandaj in priority of comparative advantage of majors and the degree of accordance with economic sections.

The main purpose of this study is to investigate the extent to which knowledge sharing affect levels of organizational learning. The research samples have been selected from all employees among faculties and other organizational units in Shahid Chamran University of Ahvaz. The Jacobs & Roodt’s knowledge sharing and Watkins & Marsick’s long version DLOQ questionnaires were distributed to 130 participants and finally, the analysis was based on 101 usable questionnaires. The regression analysis results suggest that there is a significance relation between knowledge sharing and levels of organizational learning, and provided models fit to the data. Path analysis revealed that some of the learning variables are not correlated with knowledge sharing.

The main purpose of this research was to find out how the MA students learned knowledge is evaluated. This study put the emphasis on contextual variables as done through a descriptive survey. Data were collected through a researcher made questionnaire for students and a semi-structured interview with the faculty members. MA students and faculty members teaching this course constitnted the statistical population of this study. Analysis of the data showed that, from the view- point of the students, the degree of use of formative evaluation and the variety of final evaluation methods at the MA level was at an average level. Students reported that some effective contextual factors in evaluation are the instructor’s level of expertise, his/her participation in specialized and educational (methods) courses, teaching experience, status and level of education, place or university where the instructor’s degree was received, and the instructor’s gender. Analysis of data collected from professors, showed that professors consider as customary the use of formative evaluation at MA level. However, they do not consider as effective summative evaluations a effective. Results from the U.C test showed that the views of girl and boy students differ regarding the effect of gender of their professors on their evaluation. One way analysis of variance also showed that the factor of type of faculty the students came crun hed an effect on their view with respect to the variely of the existing methods of evaluation.

The aim of this study was to study the relationship between college students’ individual and academic characteristics and their manifest needs and hope to meet them. So 245 undergraduate students (138 male and 107 female) were selected that involved at summer camps in Mashhad city in 2008. Tow questionnaires was used. One of them was constructed by researchers in based of Murray's manifest needs; and another one was Life Satisfaction Scale (Diner et al, 1985). Using descriptive statistics, T test, ANOVA and Pearson corr., the data was analyzed. Results indicated: Aggression need had the highest and affiliation need had the lowest mean. 1- The female students showed higher mean than male students in power and Impulsivity. 2- The male student showed higher hope to need meet in Impulsivity, power and Understanding and female students showed higher hope to need meet in succorance. 3- There is no significant difference among students in manifest needs, in terms of their residence; but the students who live in dormitory showed higher mean in hope to need meet in autonomy and succorance. 4- There are significant relationships among students’ academic average and their some needs, and hope to meet them. 5- There is significant difference between manifest needs and hope to meet them. 6- There are some significant relationships among students’ life satisfaction and try to better life whit some needs and hope to meet them.