پژوهش نامه مبانی تعلیم و تربیت
سال چهارم شماره 2 (پیاپی 8، پاییز و زمستان 1393)

The main goal of this research is examining the foundations of Habermas’ communicative action and postulating principles and methods of social education based on it. To achievement this goal، method of prospective analysis has been used. Carrying out content analysis on Habermas’ communicative action theory we have come across eleven educational principles and thirteen educational methods which all indicate the significance of reconstructing concepts of learning، managing classrooms and schools، the role of teacher and student، how to teach the lessons and curriculum، and assessment. At the end، based on the findings of this research we will offer some suggestions for the educational system of Iran.

The purpose of this study is to explain and explore dimensions and features of answer oriented and question oriented approaches and to examine the consequences of these two approaches for children''s imaginative and creative behavior. For this purpose the descriptive - analytical method was used. In this regard، the relationships between the questioning، imagination and creativity were discussed and the role of different educational approaches in strengthening or weakening of these features was explained. This study indicates that how the different pedagogical approaches can provide opportunities for creativity or eliminates it. Accordingly، it was argued how an answer oriented environment dried students'' imagination and their creativity. If educational systems are interested in strengthening the students'' creativity، they must provide questioning opportunity and encourage them to ask imaginative questions. Indeed، the imagination and creativity flourish in a radically reformulated question oriented atmosphere not in an environment that emphasizes predetermined answers that conforms to formal knowledge. Therefore، the educational systems should value the imagination and questioning as a two important feature of human thought that facilitate creativity and innovative solutions.

The present study is an attempt to investigate the concept of game according to Gadamer’s philosophical hermeneutics and its implications in the acquisition of consciousness/understanding as educational concepts. A descriptive، conceptual and comparative analysis methodology has been applied to meet this goal. The results proved that applying Gadamer’s game theory، and its follow-up (subsequent) Gadamerian dialog-i. e. dialog via the unbiased dialog game- is an appropriate method in facilitating learning. This can be a decisive step toward enhancing the learners’ consciousness،which isthe prerequisite of education through understanding، making sense of، translating، and interpreting the (con) text.

Heidegger in “Being and Time” analysed Dasein’s existential for questioning about Being. In this research studied the most fundamental existential، i. e. Being- in- the- world on Heidegger’s view. For this purpose، first paid to being- in and worldliness، and then studied tools for accessing to the world and its implication in education. After that in order to paying to the self based on being- in- the- world، considered Dasein’s and Dasman’s spatiality and historicity. At the end educational model designed on Heidegger’s view، criticized and studied the possibility of dialogues between religious and Heidegger’s thought; and proposed Minavi model in education. In this model God is creator and director of the world and historical Dasein، and changes the norms of human societies in periods of time. The goal of this education is bringing up authentic Dasein who believes in God، always examines its thought and behaviours to modify and improve its society. This Dasein is responsible to the world’s director too.

The aim of this paper is to critique the influences of commercialization of education on moral education. For this aim we used critical method. investigating the challenges of neoliberal education for moral education، with case study of NCLB، indicated that Increasing competition and reducing social participation، instrumentalist view on human being، converting knowledge to a commodity for profit (not an action for searching truth)، neglecting of public welfare، and possessive individualism، all of these are examples of foregoing challenges. In addition، the large number of private higher institutions with low quality and large quantity، increasing competition among universities for commercialization of knowledge and approaching the industry، and finally weakened research ethics، these are evidences of spreading of commercialization on Iranian education specially in higher education.

Main purpose in this research is the explanation of different views of Muslim philosophers on the P. F. C to establish an imperative religion education. Reaching to this purpose we use the content analysis and logical deduction among the research methods. On the basis of the research findings، we can find two different approaches in the religious-intellectual education: popular and specialized. The former can be found in some works of Ibn Tufail، Suhrawardi، Ikhwan al-Safa، Abu Rayhan al- Biruni، Jalal ad-Din Muhammad Rumi، and Mortaza Mutahhari. In this group one can see few books or chapters on the religious education in which the topic is presented with a straightforward، figurative and even fictional language. We can name this Muslim philosopher`s approach the popular rational education that is in agreement with P. F. C. The latter can be found in the works of the thinkers such as Ghazali، Nasir al-din al- Tusi and Ibn Khaldun. In their presenting educational discussion، the language of this group is normally more abstract and intellectual than the first group، hence only those who have high knowledge of philosophy can be benefited from their works. Because this group doesn’t prescribe philosophical education for children they don’t prescribe popular philosophical education too. So with accepting the first approach in the Islamic thought and supporting it with reference to Muslim philosophers` heritage in the Islamic thought history، we can consider P. F. C. in Muslim society from the more strong position and prepare philosophizing for every one (even children) by teaching philosophizing process، presenting philosophical topics in the form of stories and simplification of philosophical contents.

The main purpose of this paper is to provide an alternative model for hearing impaired empowerment in the face of social difficulties and challenges، so that it allows the possibility of self-reliance in their personal life and substantial participation within sustainable development of community. To this end، the consequences of hearing impairment are first identified based on the professionals’ views. Then، with the emphasis on the insight oriented to “Developmental، Individual Differences and Relationship-based (DIR)” approach، specific positions were targeted to allow for actualizing the potentials of the population as well as remove the mention obstacles which is called “Integrated Development Model”. The proposed model is based on the argument that hearing impairment does not necessarily limit development; it only implies that due to damage in one of the perception channels، achieving development requires paving a different path.