خسرو باقری

Moral education, due to its pivotal role in the destiny of individuals and society, has drawn the attention of both religious and non-religious thinkers. Among moral philosophers as well, moral education has been regarded as the foundation of human upbringing and considered the highest and most profound dimension of educational practice. This study aims to investigate the concepts of moral education and the implicit moral philosophy within the lower secondary school textbooks published in 2020. The research method employed is qualitative content analysis with an analytical approach. To this end, textbooks related to moral education were initially selected. Primary data were collected through qualitative content analysis and document review. The results derived from the texts were re-analyzed through coding and interpretative analysis. The dimensions of the moral education model components were categorized into four elements: facilitating and hindering contextual factors, outcomes in the cognitive, emotional, and skill domains, all in relation to the four relational dimensions—God, self, others, and nature. Based on this framework, the key findings of the study include: the identification of moral education concepts and the explication of implicit moral philosophies (developmental-cognitive, virtue ethics, Kantian, and care ethics) embedded within the concepts and goals of moral education, which encompass ultimate, intermediate, and instructional objectives. The principles of moral education outlined include the dignity and intrinsic value of the human being, the influence of outward behavior on inner character, and human nobility. Moreover, methods for realizing these principles—such as avoiding association with the corrupt, self-suggestion, purposeful neglect, and others—have been addressed.

Art education for Iran’s teachers in the schooling system—and the lack of a fitting philosophical foundation for it—remains problematic. Using an analytical–inferential method, this study examines Maxine Greene’s works to outline a perspective for art education for Iran’s teachers. The analysis shows that art can play three core roles in education: first, in the cognitive domain, it opens new horizons and cultivates the social imagination; second, in the moral domain, it fosters wide-awakeness, sensitivity to the situation of the other, and intersubjectivity; and third, in the practical domain, it provides a basis for social action and engagement in transforming the prevailing conditions. On this basis, an arts-centered curriculum should rest on sustained interaction among a philosophy of education, aesthetic experience, and moral responsibility. The practical implication is that teachers, grounded in such a foundation, can design transformative learning opportunities. Future research can investigate mechanisms for translating this philosophical outlook into teacher-education programs and into educational and curricular strategies.

This study examines human influence with an emphasis on human agency and its implications for education. An analysis of the concepts of free will, agency, autonomy, and authenticity shows that free will not only carries moral responsibility, but is also essential for moral value and self-governance. According to Islamic anthropology and Quranic evidence, human agency plays a fundamental role in shaping one’s identity and destiny. In contrast, the network perspective sees humans not as independent agents but as members of an interacting system. However, agency theory analyzes human behavior in terms of collective and social actions and emphasizes the role of consciousness and will in distinguishing them from other beings. This combined perspective has implications for education, including: 1) emphasizing respect for individuality and free will as the basis for moral education without coercion; 2) fostering independent learning and critical thinking through active interaction with the environment and information networks; 3) Cultivating decision-making and self-regulation skills in the context of social and cultural networks. Finally, this research suggests that educational systems adopt a comprehensive and dynamic approach to education by realistically integrating individual agency and network structures.

The book Engaging in a Narrative Inquiry, that published in 2022 by Dr. Jane Clendenin, professor emeritus at the University of Alberta, Canada, has been translated into Persian by Dr. Mahmoud Mehrmohmmadi under the title "Narrative Research in Education." The author takes a foundationalist stance, meaning that he sees the quality of narrative research as stemming from the researcher's philosophical foundation. The author's own position is Deweyian pragmatism. Relying on Dewey's relational approach, which he contrasts with the transcendental approach, he bases his ontology, epistemology, and value theory on relationalism and explains narrative research accordingly. In the author's opinion, narrative is formed in terms of three elements: time, place, and social conditions and narrative research is always subject to change in the context of continuous retelling of narratives. What is crucial is that the results be effective in solving problems. Some aspects of the author's perspective are controversial. Among them, the opposition of relation and transcendence in all three of its philosophical dimensions is subject to criticism; the place of truth in his narrative research is empty and reduced to efficiency; and finally, the collective narrative is not considered in this book and only the social conditions of the individual narrative are focused on.

In all contemporary societies, the role and position of the family in fostering and strengthening the virtuous traits and desirable behaviors of children are universally acknowledged. The purpose of this study is to elucidate the duties of parents in shaping the foundational principles of children’s responsibility. This research employs an analytical method to explore the concept, components, and foundations of responsibility, while a progressive inferential approach is adopted to explicate the roles and activities of parents. The analyses indicate that, based on the three foundations of responsibility derived from Quranic verses, the following educational principles can be identified: in the cognitive domain, the principles of awareness and vigilance toward responsibility and preparation of conscientiousness; in the affective domain, the principles of ensuring the implementation of responsibilities, attributing actions to would-be agency of the childrren, and fostering the child’s independence in fulfilling responsibilities; and in the volitional domain, the principles of accountability and acceptance of the consequences of actions, adherence to rights (fulfillment of obligations), and striving to fulfill responsibilities. The findings of this study suggest that during the preparation phase, children are in the stages of cognitive and intellectual development and, according to the perspective of agency, the lack of necessary competencies to manage their lives and achieve self-actualization. Consequently, parents play an irreplaceable role in the development and formation of the foundations of education, particularly in cultivating children’s competence for responsibility. It is imperative, therefore, that parents adhere to a conceptual framework grounded in Islamic teachings to fulfill this critical role effectively.

The national curriculum document of Islamic Republic of Iran which is one of the most important subsystems documents of the fundamental transformation of educational system that is macro plan curriculum and national curriculum framework to reach to the highest and best levels of nafs motmaenah by better use and understanding of chances to reach to human's pure life. This study has been done by analytical and descriptive approach that tries to identify, criticize, analyze, and review the intended indexes by attributive method and critical method. In this document, the bases, the principles, the approaches, the goals of training and education fields, the prevailed principles of evaluation, the strategies of teaching and learning, creating learning materials and media, structures, intended policies, and administrative requirements have explained. This study discusses about all of the sections of national curriculum document and analyses the sections of national curriculum document and also evaluates the comprehensiveness, precision, consistency, and the relationship between intended content and other different issues that exists in the national curriculum document.

Although classroom interaction includes dialogue and silence between teachers and students, the role of dialogue is often emphasized, while the role of silence is either overlooked or considered negative and indicative of non-participation. However, this silence can have different meanings, and non-participation is just one of them. This study introduces another meaning of silence, viewing it as a human action that can play a role in educational interaction. Attention to the meaning and concept of student silence has also been considered by some researchers, some of whom have tried to reveal the meanings of silence and assist teachers in communicating with their students. Examining the presented meanings shows that some of these silences can also be considered the students̕ actions; however, this point has been overlooked. This study aims to explain the nature of the action of silence based on the perspective of human agency. This perspective arises from the anthropological view of the Islamic approach to action, which posits that human behaviors, possessing cognitive, affective, and volitional foundations, can be considered human actions and hold the agent responsible. This study aims to answer two questions:  1. How can student silence be considered their action 2. what educational implications does their action of silence entail

The methodological approaches in this study are conceptual analysis and inferential methods; therefore, to answer the research questions, we first used the conceptual analysis method to achieve the conceptual framework of the action of silence and then, according to it, we presented the corresponding educational implications using the inferential method. This method is the same as Brody’s derivative method, which responds to educational questions with a philosophical perspective. This practical response is extracted from and inferred philosophical foundations (Bagheri, 2009, p. 101). In other words, in this section, the philosophical basis of agency is the perspective that responds to the educational issue related to the interaction of teachers with silent students. That is, to deal with student silence, attention must be paid to the agency of both the teacher and the student in a practical syllogism, which includes the following three stages:The teacher should realize educational interaction. (normativeproposition)Realizing educational interaction depends on a safe emotional atmosphere and the negation of protective silence. (realistic proposition) The teacher should provide a safe emotional atmosphere and eliminate protective silence to realize educational interaction. (normative proposition)

The findings are presented in two sections. First, silence can be considered a human action with cognitive, affective, and volitional foundations, leading to various types of actions, including silence due to ignorance, imposed silence, domineering silence, protective silence, silence as a sign of respect, silence as a sign of protest, and contemplative silence. Paying attention to student silence as an action in interactions increases sensitivity to it; therefore, teachers need to appropriately address the foundations of these actions to achieve constructive interaction.In the second section, the educational implications and principles are discussed. These implications include the necessity for teachers to regard student silence as an action, to identify different types of student silence, and to respond appropriately to each type of silence while adhering to corresponding educational principles. These principles include guiding silence due to ignorance, providing an atmosphere for contemplative silence, transforming domineering silence into critical dialogue, ensuring a safe atmosphere for protective silence, breaking protest silence and inviting dialogue, avoiding imposed silence, and fostering silence as a sign of respect.

This study introduces student silence as a responsible action. Understanding student silence as an action and identifying its various types can open new perspectives for educators, helping them achieve constructive interactions with students, clearly understand their questions, and strive to enhance their learning. This paper emphasizes the complexity and ambiguity of the concept of silence and the sensitivity of the action of silence, highlighting the need for educators to pay special attention to student silence in education. Educators should not overlook any silence, as delayed attention to it may lead to serious consequences.

AbstractThis study was conducted with the aim of investigating the concepts of moral education and implicit moral philosophy in junior high school textbooks (1400-1399). The research method is qualitative content analysis with an analytical approach. For this purpose, textbooks on moral education were first referred to. Primary data were obtained using qualitative content analysis and document mining. The results obtained from the texts were re-analyzed by considering and coding. The dimensions of the components of the moral education model were organized in the form of four effective factors that create and inhibit outcomes in the cognitive, emotional and skill areas in relation to the four communication elements, namely God, self, others and nature. Accordingly, the most important results of the study are: identifying the concepts of moral education and explaining the implicit moral philosophies (developmental-cognitive, virtuous, Kantian, caring) behind the concepts and goals of moral education, including ultimate-intermediate goals and educational goals. The principles of moral education include the honor and value of man, the influence of the exterior on the interior and dignity, and methods for realizing these principles, such as avoiding association with evil and self-indulgence, negligence, etc., have been mentioned.

The purpose of this article is to compare the concept of agency in Bandura's cognitive-social theory and the Islamic approach of "human as agent". According to Bandura, agency refers to a voluntary effect on one's performance and environmental events, which has the main aspects of intentionality, foresight, self-reaction, and self-reflection. On the other hand, in the Islamic perspective, human action or agency is based on three fundamental bases: cognition, tendency, and volition. In terms of methodology, the current study is a comparative study that deals with similarities and differences of two viewpoints with a glance on their roots. In the educational section, Frankena’s practical syllogism is used as the method. The basics and aspects of agency in both perspectives have a lot in common, in such a way that foresight and self-reflection in the first perspective can be compared with the cognition in the second approach; as self-reactivity and intentionality in the first approach can be compared with the emotional and volitional bases in the second approach. Despite this, the two views have differences in issues such as the concept of action and performance, the nature of interactive, cognitive, emotional and volitional aspects, the nature of interaction, responsibility and ethics, which will have relevant consequences for education. While, for instance, the first approach emphasizes the importance of structure, the second approach gives more weight to individual agency, and as a result of this difference, the role and influence of the individual within social structures will be different. Given the importance of human agency which is at issue in the two approaches, their commonalities are emphasized in the educational inferences.

The aim of the this study is to identify the meaningful experiences of Ph. D college students in city of Tehran based on their academic identity based on the concept of academic aspiration. The meaning of academic identity is a collection of views, thoughts, decisions, behaviors and motivations through academic content and in connection with the elements of higher education such as professors, students, issues related to activity is teaching-learning. The meaning of the concept of academic aspiration is a characteristic or ability through which students and graduates have stepped beyond what is designed for them in the curriculum of higher education, whether hidden or overt. And they discover and cultivate new dimensions of themselves.Method This research was conducted with a qualitative approach and using interpretive phenomenology method. A semi-structured interview was conducted with sixteen PhD students and graduates who were selected by the criterion sampling method. In line with data analysis, interpretive phenomenological method adapted from Ricoeur and MAXQDA2020 software was used.ResultsIn the results section, two types of academic identity were obtained: The academic identity that is forming and the academic identity has been formed.Discussion and Conclusions The findings show that the most influential experiences on the formation and emergence of the academic identity of the participants were the result of their placement in extracurricular situations and in a place other than the university. Especially when there was an opportunity to do things related to the responsibility assigned to them or accepted by them. The reason for this is explained in the way that they felt powerless and confused in converting the learned knowledge into action. But the existence of academic aspiration features that gives the ability to cross the set limits has started to create and additional learning along with responsibility.

Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philosophy, autonomy is regarded as a descriptor of human volition, crucial for the establishment of an absolute moral code. This term finds a profound association with modern rationality. In contrast to autonomy, authenticity emerges as a concept that, while acknowledging human freedom as the aim of education, directs attention toward the actualization of freedom throughout the educational process and human development. In the contemporary era, educational conceptions of autonomy have presented various definitions attempting to elucidate the nexus between rationality and authenticity. However, the philosophical profundity of authenticity has received limited attention within these delineations. Within this context, Heidegger's explication of authenticity (or Eigentlichkeit) possesses the potential to deepen the ideal of autonomy within education. In his ontological existentialism, Heidegger conceives of authenticity as humanity's capacity to engage in spiritual contemplation, aligned with a profound understanding of existence as a meaningful totality, while acknowledging an ongoing connection with truth. Being authentic, therefore, implies openness toward Being itself and an earnest quest for truth within human life. Authenticity arises from a departure from the prescribed paths laid by others, leading toward a more fulfilled existence and facilitating an existential consciousness concerning Being-towards-death. The pursuit of this path necessitates an acceptance of the inner calling of human conscience, embracing fully one's ontological responsibility. Hence, authenticity and its concomitant truth-seeking nature become profoundly intertwined, ultimately serving as a complement to existing definitions of autonomy. Therefore, as a consequence, authenticity emerges as a foundational principle, serving as a guiding light that elevates human responsibility to the forefront as the central objective and primary pathway within the realm of educational pursuits.

The purpose of this research is to investigate the causes of damage in Islamic education from an intellectual point of view. One of the important reasons is to prevent the methods leading to freedom of thought in society. The evaluation states that the theoretical foundations of the research are based on human agency in the Qur'an, and the principles of action are based on cognitive and willful tendencies. The methodology in this research is of a descriptive and inferential type, after stating and describing the verses related to the liberation of thought from the verses, it evaluates them based on the two purposes of liberation and creation of freedom. Examining the freedom of thought in the verses in the cognitive principles gives rise to the external voluntary actions of man and in the principles A tendency to stay away from vices and pay attention to and act on moral virtues leads to spiritual upliftment and a kind of inner intellectual and spiritual liberation. In this regard, a new teaching method based on freedom of thought is presented

The present study aimed to investigate the psychometric properties of fair classroom assessment Rubric based on Item-Response theory. For this purpose, a sample of 511 students of the University of Tehran was selected by the available sampling method and answered Rubric questions. At this stage, to determine the application of unidimensional or multidimensional models, DETECT and parallel analysis methods were used. The results of both methods rejected the unidimensionality of the data and the results of the parallel analysis showed the extraction of three factors from the data. Also, the comparison of unidimensional and multidimensional model fit indices including log-likelihood, likelihood ratio, Root Mean Square Error of Approximation and comparison of Bayesian and Akaike information criteria confirmed the better fit of the multidimensional model for the data. Thus, due to the polytomous of the answers to the questions, the multidimensional graded response model was used to estimate the parameters of the questions. The reliability of each of the subscales of procedural fairness, nature of assessment and interactional fairness were 0.85, 0.69 and 0.63, respectively. Estimation of the discrimination parameters ranged from 1.048 to 5.802, which showed that all the questions performed well in the discrimination of the upper and lower levels of the fair classroom assessment, and after controlling the false discovery rate, the S-X2 statistic showed a good fit of all Rubric questions. In general, the results of this study show that the developed Rubric has appropriate psychometric properties to evaluate the quality of fairness in the classroom assessment.

Fairness is an important quality of classroom assessment as a continuous process that affects learners' beliefs, mentality, motivation, satisfaction, and performance. The main purpose of this study was to construct a rubric for evaluating fairness in classroom assessment.

For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 39 individual interviews with key informants including faculty members and graduate students of the University of Tehran, a group interview and a Focus group interview was conducted and in the second study, 511 students from the University of Tehran were selected through three-stage cluster sampling. Qualitative data analysis led to the identification of a conceptual model including the four main themes of "procedural fairness", "interactional fairness", "nature of assessment" and "fairness in the paper-pencil test" as the basis for the development of criteria and making Rubric. In the second study, the psychometric properties of Rubric were investigated using content validity, item analysis, construct validity and reliability determination.

The content validity of each criterion was higher than the standard value of 0.78 and the validity of the overall scale was 0.94. The results of exploratory factor analysis showed the extraction of three factors of procedural fairness, the nature of measurement and interactional fairness, which explained 57.08% of the total variance of variables. The results of factor analysis along with the study of discrimination and difficulty coefficients of items led to the elimination of three weak criteria and the final rubric was compiled with 17 criteria. The calculated Cronbach's alpha for procedural fairness, the nature of assessment and interactional fairness were 0.87, 0.84 and 0.79, respectively. Also, the retest coefficient for them was calculated at the desired level and 0.65, 0.63 and 0.54, respectively.

According to the desirable psychometric properties of the rubric, this rubric can help to increase the literacy of professors, increase the quality of teaching and assessment and strengthen the civic and educational behaviors of students by identifying the strengths and weaknesses of professors in the field of fairness.

The present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods especially concept interpretation method and conceptual structure assessment method . This study revealed that there is an internal contradiction in this documents despite the main role they have in explaining this relation. In these documents, concepts like agency, asymmetrical interaction, dynamic of culture and developmental traditionalism have been emphasized which can be regarded as the strength points of documents, on the other hand it is stressed that all this concepts must be grounded on the Islamic criterion system, And this lead to the internal contradiction between these concepts in these documents. This paper studied the evidences of this contradiction and classified them as the governance of the Islamic criterion system, ambiguity of the meaning of the culture, contradiction of asymmetrical interaction with emphasizing on the Islamic criterion system, dominance of the traditionalism on agency and ambiguous conceptual boundaries between culture transmission and culture criticism.

In the present article, the word "Islam" has been studied by scrutiny investigation in the Holy Quran. All verses related to the root of S-L-M have been extracted and analyzed by employing the content analysis method. In the Holy Qur'an, Islam has been introduced as the only chosen, acceptable, and satisfying religion to God and human happiness depends on surrendering to such a religion. Hence precise grasp of this humanizing religion is significantly important. Following the understanding of this chosen religion, various definitions and perceptions of Islam have been proposed. This variety has led to different readings and sometimes alien interpretations of Islam religion and consequently the serious challenges have emerged in religious belief and religiosity. Therefore, realizing the concept of "Islam" through its main source, which means the Holy Quran, is necessary. In order to discover the system and nature of Islam in the Holy Quran which depicts the appearance of a sublime human being, after semantic and conceptual analysis, the relations between verses containing “Islam” word have ascertained.

The purpose of study was to analyze and critique the principles of educational liberalism and educational neoliberalism in order to present a new concept (synthesis). The research method was comparatively qualitative and methods of data collection and analysis were documentary and conceptual analysis respectively. The first findings focus on critique of educational liberalism and include issues such as mere attention to elitism, lack of attention to the needs and interests of learners, training entrepreneurs, and developing skills for learners. Other finding of study is the critique of educational neoliberalism due to monopolistic individualism, preference for capitalist ethics, and commercialization of education. Re-conceptualizing (Synthesis) of educational foundations of these two philosophical schools led to the presentation of combined principles, such as internal-external freedom, human-economic wisdom, excellence-centered & welfare – axis life, theoretical- practical sciences, knowledge-oriented /professional-oriented education, value-driven & life - centered training and public-elite education. The important point is that reconceptualization can be considered hierarchically and this uneven interaction can be arranged like Maslow’s pyramid. In this pyramid, the foundations of educational neoliberalism are at the base of the pyramid (low level needs) and the foundations of educational liberalism (high level needs) are at the top of the pyramid.

The present study is conducted to understand the importance of curricula as one of the main elements or subsystems of higher education that can play an undeniable role in achieving the goals and missions of universities. All students of the Faculty of Psychology and Educational Sciences of the University of Tehran have been introduced. This research is based on the current conditions of the educational system.

Due to the tremendous capacity of qualitative approaches and especially the phenomenological method, semi-structured interviews have been used. Data collection in interviews with seventy-five people has been saturated and has been done by purposive sampling method. The data were interpreted and described using a seven-step strategy.

The findings indicate that the participants in this study had an in-depth look at the subject under study.

The results of the research, while representing such analyzes, showed that in order to follow this ups and downs, all approaches and various scientific, political and cultural factors must be considered.

The main purpose of this study is the investigation on the place of reason and reasoning in Damasio’s view (with the emphasis on somatic marker hypothesis) and displaying its implications for rational education. The question raised up here is: what are the implications of Damasio’s theory for rational education The research has been carried out by using the descriptive – analytic method. The neurobiological view of Damasio by emphasis on the role of body and biological regulation (homeostasis, value principle, emotions and feelings) correlates the flourishing of reason with emotions and feelings. Damasio believes that the coherence of cognition and affectional aspects is a necessity that originates from the evolution of organisms in order to maintain and manage life. Hence the proper function of reasoning is fundamentally dependent on the real function of emotions and feelings. In this view, reason defects, rather than being cognitive in nature, are related to defects in the functions of feeling and emotion. Hence, if the emotional system functions improperly, the decision-making process and reasoning will be faced with a fundamental defect. Among the implications of the Damasio’s perspective for rational education are: a) the recognition of the profitable role of emotions in flourishing reasoning skills; b) utilizing the capacity of reasoning to modify the counseling role of emotions; and c) integration, instead of segregation, of curriculum based on the interrelation of thought-emotion education.