پژوهش نامه مبانی تعلیم و تربیت
سال دوم شماره 1 (پیاپی 3، بهار و تابستان 1391)

The main objective of this study was to investigate the impact of various sects of liberalism ideology on education. The present research used an analytical deductive method to pursue two essential first، inquiring areas of liberal democracy in education second، inquiring areas of neo liberal in education. Based on findings acquired from this inquiry، it can be said that on one hand، liberalism ideology under influence of liberal democracy، has had positive outcomes for education، among which we can refer to development of communal education (education for all)، and to pass concepts as equality and democracy in pedagogy، peace education and pay respect to citizen education. On the other hand، nowadays، this ideology following neo liberalism''s ideals، with emphasis on the recognition of the elite have plenty of negative outcomes on pedagogy like creating a phenomenon under the title of «education in the market». Among the outcomes that can be converted into «knowledge» of consumer goods، the changing role of the student from the manufacturer to the buyer «knowledge products» increased competition for acquisition of «knowledge capital»، and Often in human sciences funding and eventually reproduce inequities cited.

The danger of qualitative research methodologies falling into the fatal trap of relativism and null (non-existent) reality in an honest and worthy pursuit to emancipate human knowledge and understanding from the dominant account offered by quantitative methodologies is a serious one. It should be taken as even more serious for research communities who have just begun to practice breaking away from the hegemony of conventional methodologies like Iran. This danger can be traced back to the presumed dichotomies or the either – or arguments that are widely believed to explain the differences discriminating quantitative and qualitative camps. To overcome this danger on the other hand، it is argued that researchers need to take refuge in”trichotomies” that provide a space to define a third epistemic position that is as far from the illusionary position of “certainty” claim embraced by quantitative approaches as it is from the position of “uncertainty” or equal validity of all claims that threatens the well-being of qualitative approaches. The third epistemic position is referred to as “pluralism”. It is argued that pluralism، if defined properly and acted upon intelligently، could become the safeguard against relativism، most often attributed to findings of qualitative research or accounts of reality entertained by such research. Qualitative research، it is stressed، will gain much ground in terms of legitimacy and persuasiveness and in rightfully breaking the existing hegemony، if their agents are guided by the wisdom inherent in “trichotomies”. In addition to a theoretical remedy for the problem، the article proceeds to offer a practical strategy for researchers that، if properly acted upon، will attribute a rigorous status to research findings emerging from qualitative methodologies. The practical strategy explained here is referred to as method-boundedness.

A field study of social and political foundation of education is citizenship education. The main purpose of this research was to study citizenship education approaches and perspectives. The current research categorized in field of theoretical methods in which a descriptive- interpretive approach was utilized in data analysis. The most important findings of this research was that critical and social reconstruction، cultural citizenship perspectives be in favor of progressive approach and democratic citizenship advocate than two approaches، and cultural transfer be in favor of conservative citizenship education approach

The main purpose of this paper is an exploration of the Kierkegaard''s fideistic stance and its implications for the religious education (RE). Accordingly، based on the Kierkegaard theory of the spheres of existence، faith and life، it is argued that the sprite of religious belief and religious behavior require individuality and freedom of choice to get help in selection of credo. From this on، before delving into the RE، has been paid to public education based on three principles of discrimination، freedom and individuality. RE in the religious sphere based on three principal features spirits، enthusiastic and mutation is given. It means that one، in the sphere، pursues to find a graver enthusiasm to demonstrate the high level of faith. Therefore، it is elucidated that the religious education upon the Kierkegaard''s theory focuses on «religious belief» itself rather than rational alternative.

The current study investigates the concept of educational justice as well as principles for the distribution of educational good from the view points of John Rawls as the representative of liberalism and Michacl Walzer as the representative of communitarianism. To this end، the current study has applied methods of conceptual analysis as well as comparative analysis. The obtained results show that educational justice has had different meanings and educational implications in various cultures and times. John Rawls’ royalty to the doctorine of egalitarian liberalism and justice principles posed by him has resulted in a notable status for individuality and equality. Moreover، Walzer’s preference of the society to the individual marks him as a true supporter of the public and equal education in the primary steps of education.

The Developmental، Individual-Difference، Relationship-Based model (DIR) aims to describe and explain human psychological development in an integrated way. It has been believed that cognitive، linguistic، affective، personality abilities emerge within stages of “functional emotional development”. The human development influenced by a dynamic interaction among biopsyosocial variables. As a child goes up the developmental ladder، regulation and attention، engagement، communication، making ideas and bridging among ideas (thinking) as human fundamental capacities would be emerged. These fundamental capacities make self-conscious، language، empathy، creativity، thinking and social and emotional skills possible to develop progressively. In the integrated human development، relationships with humans، especially those with significant people (parents)، are important. Each child encounters with the world according to his own biology. On the other hand، parents have their own style of parenting influenced by their society. Social interactions determine the quality of psychological development. In an appropriate condition، the human fundamental capacities develop well and therefore، relating، communicating and thinking skills emerge. Developmental disorders are being resulted from not developing well the fundamental capacities. This may be due to a neuron system dysfunction or a disturbed parental style. The Developmental، Individual-Difference، Relationship-Based model (DIR) has important implications on areas such as education، children mental health، parenting، speech therapy and occupational therapy.

This study examines the educational ideas of Zoroastrianism based on Gathas. For achieving this purpose، the conclusion method has been used; firstly، Zoroaster has been introduced then the philosophical foundations of the religion have been formulized in the form of ideal human being and his/her features. Finally، the implications of these foundations are presented in the form of educational components such as the ideal، the goals، principles and methods. The data of this study shows that ideal human being has features such as Closeness to Ahura، following Asha، good character، having divine knowledge and guidance. Based on these foundations، educational ideal is the Closeness to Ahura and its educational goals are understanding universal law and performing according to that، orienting on ethics، believing in illumination and improving social responsibility. Principles corresponding to these foundations and goals include reasoning، freedom in choosing and following Daena، nurturing epistemic tools and ethical endeavor and struggling. Educational methods corresponding to these principles، goals and foundations include reflection on nature، the active instruction of Zoroastrianism، advizse، teaching oratory technique، praise and worship، game، sport and warfare instruction.