پژوهش نامه مبانی تعلیم و تربیت
سال پنجم شماره 2 (پیاپی 10، پاییز و زمستان 1394)

The main objective of this research is the critique of the modern education in the light of Hanna Arendt’s educational thoughts. To achieve this goal, the descriptive-analytic method is used. In such a way that, at first, while reviewing Arendt’s thoughts, the concept and status of education in her thoughts has been studied. Then, the Modern education has been criticized in the light of her educational ideas. At the end, Desirable characteristics of education in Hannah Arendt’s view have been analyzed. The Findings from this study suggests that education in the age of modernity exposure to challenges such as the generation gap, conceptual reduction, the elimination of authenticity, incomplete growth and politicization. To deal with this problem, Hannah Arendt offers a desirable type of education that includes components such as intersubjectivity, authority-oriented, focused on growth, caring aspects and non-political.

The need for educational supervision in all areas related to teaching and learning activities is inevitable, especially when the need for education is undergoing fundamental changes. With respect to that fundamental evolution document of education can be considered the ministry of education roadmap. Therefore, the main issue of this study and critique of fundamental evolution document of education is the supervision dimension. In order to achieve the aim of this study refers to the documents and sites relevant data and information has been collected. Firstly, definitions and concepts and components of supervision were extracted of the resources. The findings of this study indicate that the fundamental evolution document of the education system, among other aspects though brief references have been to the supervision dimension. In some components, such as purpose, methods, the teacher as an important element, content and curriculum officials and supervisors in theoretical foundations and statements are indirect references document. But features such as supervision process, necessary features supervisors, school climate and learning environment, the principles and foundations of supervision, and the role and duties of the supervisors, in the context of document evolution to be ignored.

This research proceeded Historical analyzing of currere as autobiographical course in reconceptualist works. Therefore, reconceptualist works studied by discourse analyzing. Unit of analyzing was sentenced and its level was an explanation. In order to research questions data divided to four categories: Meaning of currere, methods of currere, stages of currere and politic and sociologic base in reconceptualism. The results showed that meaning of Currere at Reconceptualist works has come with different senses, so: biographical pathway, personal pathway, praxis, meta-ascendant challenges at universe, a kind of lived experience, thinking about past and regards to future, a model for curriculum research, self-conscious at work with self and another, complicated understanding of possibilities at curriculum as gender, culture, ethnic, bracketing of teacher and learning experiences, to touch experience of self and revision of school experiences. Also, self-story and autobiographies are a method of currere. Politic and sociologic base of a currere were individual and social reconstruction.

The community of ethical inquiry is a special approach of Philosophy for Children (P4C) in moral education. This paper shows, by the analytical and analogical method, that how the community of inquiry may lead to moral development in children. In other words, we will study theoretical basics of moral development in P4C. For this purpose, we analyze reasonableness and autonomy, critical thinking and consistency as the consequent of critical thinking, creative thinking, and moral imagination as the consequent of creative thinking, caring thinking, habituation, situational, and reflecting about ethical concepts in the community of ethical inquiry. By this analysis, we will show: first, how the community of ethical inquiry can affect on these factors; second, what these factors means in here and what differences are between here and other approaches that emphasize on them; third, how the community of ethical inquiry can develop all of these factors comprehensively. We will try to show that the community of ethical inquiry is a new approach in moral education, should not reduce to any of previous approaches in this field, the most important trait is its comprehensiveness to cover all major factors in moral education.

The aim of this paper is examining and criticizing a new concept in moral education named moral literacy. Recent years, moral literacy approach attempts to redefine morality in the framework of literacy and via that, return moral education to the school. Logical-conceptual analysis of “moral literacy” indicated us some constructive elements of this combination like competency, knowledge, acquisition, rule, value and human action. On the other hand, formal- technical language analysis of it reveals three conceptual elements in moral literacy named: moral sensitivity, moral reasoning and moral imagination. This two kind of analysis, encounters us with conceptual challenges. These challenges are 1) reductionism in interpreting morality to literacy, 2) conceptual contradictions in moral literacy, 3) conceptual; overlapping of constructive elements, and 4) doubt insufficiency of moral literacy for actualization moral human.

The main purpose of this study was to examine Ibn Khaldun methodology that used in the study of historical facts and inferences implications for comparative education. In this article, we try to evaluate Ibn Khaldun methodology by the analytic-deductive method and derive implications from using in comparative education. Also, the steps for Comparative Studies in Education are presented based on Ibn Khaldun method. As a Muslim historian, Ibn Khaldun was able to take specific methodologies and presented innovative ways to express history so that some known him to the founder of "philosophy of history". He in Muqaddimah, was presented his methodology. The comparative method is the basis of his book "Muqaddimah". In general, we can say that he reviews isolated and independent events in connection with each other by Holistic and systematic thinking so that interpret them in the cultural, social and political context, and finally, deduce principles. Such approach will be used in comparative education and examination of the education issues. So in this article are studied in detail.

The Main purpose of this study is the explanation of beauty nature and inducing about implications of aesthetic education in terms of Kant's and Allameh Jafari. Reaching for this purpose we use the content analysis and logical deduction among the research methods. On the basis of the research findings, Kant's definition of beauty as»universal consent, the essential and without of concept, interest, and purpose «of the proponents of the theory is oriented subjectivism. Allameh Jafari's definition of beauty as» good and clean phenomena covered on the perfection that depend on the polarized internal nature (subject) and external nature (object) is«a theory in relation to a number of fans have been made. According to the Kantian notion of the beautiful, aesthetic education of secular education, seeking aesthetic attitudes, no cognitive function and form is concerned. According to Allameh Jafari perceptions of beauty, aesthetic education of religious, seeking perfection, cognitive function, and focus on having a reasonable life. Aesthetic education of each of the approaches that have been subjected to criticism such as the addressee and the originality of the attributes that form the core of Kants. Jafari's view as well of normative nature, personal and non-teaching, and hence it is difficult to realize.

One of the activities of experts in the field of curriculum design is their endeavours to understand conceptual structures of this realm of human knowledge, and an instance of such efforts is the article titled "Analysis of the Conceptual Model in Curriculum Filed: Critical Review of Researchers Done With Model Design Approach Curriculum" in which the authors have initially categorized the models into “procedural”, “descriptive” and “conceptual” in the field of curriculum design based on the ideas put forth by Posner’. They have then analyzed researches conducted in the field of curriculum with the model design approach in terms of model description, type of model used and its usage. In this study, it has been attempted to decide to what extend the titles and evaluations presented in the article are in line with the nature of matters of curriculum design. In the end, with the help of available resources, we have addressed the possibility of determining criteria for distinguishing models in the field of curriculum design. The study has revealed that the models in the field of curriculum design have different categorizations in terms of structure and subject matter which will be discussed in the present article.