نجمه احمدآبادی آرانی

Considering the importance of action in Islamic philosophy, this component is vague and discussed briefly in Mulla Sadra's view. Based on this, this research tries to take steps towards increasing fundamental knowledge after explaining the concept of agency in Mulla Sadra's philosophy with a critical view on the basis of Islamic theory. In order to achieve the goals of the research, conceptual analysis and critical research methods have been used. The results of the research show that Mulla Sadra enumerates various bases for human agency, which include knowledge, passion, will, and finally external causes. In this point of view, the requirement of a causal and sequential relationship, the will preceding strong desire and the will preceding reflection are among the most important positions of this discussion. Therefore, according to what was mentioned, human agency in Mulla Sadra's philosophy from the perspective of the Islamic theory of action can be critically examined, including; We can mention the reduction of the will to intense enthusiasm, the reduction of the will to reflection and the formality of the will

The identification of principles and methods of social training that are based on three sociological approaches of holistic, reductionist, and combinatory requires the combination of introductions and realistic descriptions of both the ultimate goals and methods in these three approaches. Using William K. Frankena’s method of reconstructed practical comparison the following sets of principles and methods were drawn: Holistic principles of cooperation, group participation in training activities, creation of equal opportunities for all students, and strengthening the spirit of empathy with members of the society and methods such as group investigations; Reductionist principles of the development of students’ personal identity, their freedom of choice throughout the educational process, and preparation of opportunities for the development of their wisdom as well as methods value clarification and doing personal projects; Combinatory principles of identification and attention to students’ interests and needs, as well as preparation for creation of social norms, as well as methods like interaction and inquisitive confrontation.

The goal of this study is to teach conversation element in the teaching-learning process from the perspective of comparing Socratic dialectics and Habermas communicative actions.

George Brady's method has been used among the comparative study methods, which includes four steps, description - interpretation - proximity and comparison

The findings  indicate that the most important elements of Socratic dialectics consist of  flexibility, reasoning and curiosity, challenge of two views and intellectual situations, nurturing values (virtue and happiness, etc.), learner engagement with challenges, cultivation of sense and thought, And the most important elements of Habermas communicative action include personal rethinking and flexibility, understanding and agreement in conversation, Teacher-student interaction, paying attention to students’ different interpretation, creating insight and attitude in learners, developing communication skills (emotional  skills), Ability to decoding, self-esteem and non-verbal behaviors (interpersonal skills), reducing dogmatism and suppression.

Based on the research results, although it seems that Habermas's idea of communicative action is very similar to the Socratic dialectical method for improving the conversation element in the Teaching-learning process, but there is a difference between them. These two ideas, including in the Socratic dialectical method, motivate the learner to ask meticulous questions to discover the truth in that are hidden from disciples, but in Habermas's thinking, knowledge is not an exploration, rather is the knowledge of intersubjective that learners must participate in discussions and debates to reach an agreement.

This study aims to analytical-documentary method to identify the inadequacies and challenges of the critical curriculum of Henry Giroux from the perspective of the philosophical foundations of Islamic education. The research was qualitative in terms of the nature of the data and in terms of the type of analytical-documentary research method. The research sample in Giro's critical curriculum, books and articles published by Giroux during the years 1979 to 2018 and in the foundations of Islamic education were original researches in this field that were purposefully selected and analyzed by qualitative content analysis method. In this research, Giroux most important ideas in the essential elements of the curriculum, including goals (raising a democratic and Liberating citizen, hearing and paying attention to other voices, abandoning elitism and paying attention to public culture, eliminating racial discrimination and defending the rights of the oppressed, and Different groups of society, creation of a democratic and egalitarian society), content (attention to social and cultural conditions, relativity of knowledge and knowledge, reliance on social values, consideration of contexts, institutions and social structures), teaching-learning methods (discourse-oriented) and Evaluation (observation, interview, reporting, research, self-evaluation, narration) was analyzed. Despite the strengths of Giroux critical curriculum, including the emphasis on educational justice and attention to marginalized groups, in this perspective, there are also inconsistencies and challenges that are criticized in the system of philosophy of Islamic education. One of these criticisms can be the lack of goals based on metaphysical assumptions, the neglect of different areas of education in targeting (high emphasis on political goals), relativism in content, extreme pluralism in content (lack of attention to unity Slowness in the instruments of cognition, pure discourse in teaching methods, ignoring teacher's authoritarianism in teaching, the difficulty of interpreting the results in the evaluation.

Employing Frankena's reconstructed inferential method, this study aimed at investigating the foundations of anthropology from Mulla Sadra's point of view and the educational principles that result from it. Through this method, the prescriptive propositions related to the principles of education can be achieved by combining the descriptive propositions of the basics of anthropology and the prescriptive propositions related to the objectives of education. The main foundations of anthropological cognition according to Mulla Sadra are formulated as follows: the evolutionary movement of the soul, the predominance of theoretical rationality over practical rationality, the will preceded by practical rationality, the emergence of individual characteristics and typology. The results indicate that we can think of these educational principles in Mulla Sadra's point of view: gradual promotion of the evolutionary movement of the soul, putting practical rationality in the service of theoretical rationality, developing the will by strengthening practical rationality, persistent action and paying attention to individual differences.

The aim of this study is to explain the deepening aspects of religious education according to the hypertext approach with emphasis on the theory of poststructuralism so that it can contribute to increasing the basic knowledge in this field of knowledge. The research method is of fundamental-applied type while descriptive study is of documentary type.Research shows that metatherapy is not just an alternative medium; Rather, it is the production of dynamic knowledge that can replace hierarchical information transfer. Through metamaterialism, the ability to search intelligently and multiple times is provided, and the interdisciplinary relationships of the texts are strengthened, and dialogue and communication between religious sciences and knowledge become more important. In this regard, hypertext as a new cultural structure with various experiences, the possibility of exchange of views and dialogue between religions, content communication and interdisciplinary studies, fostering a critical approach and the emergence of various teaching methods and problem solving methods in religious education and training. It can play a facilitating role.

Using an analytical-comparative and critical approach, this paper seeks to answer these two questions, first, what is the nature of Noddings’ moral education? Second, what are the most important criticisms of Noddings’ moral education based on Allame Tabataba'i’s perspective? The findings show that, rejecting the universal moral, Noddings believes that the purpose of moral education is acquiring the ability for a better life in society and playing the role of citizenship. While emphasizing the exclusive role of emotions, Noddings considers man and his nature to be the center of moral education. Allame Tabataba'i, however, looks at moral education differently. The following are some of the most important criticisms of Noddings’ moral education from the viewpoint of Allame Tabataba'i, relativism, the secularist approach, neglecting individual spiritual wayfaring, extreme emphasis on emotionalism and external interactions in moral education.

The purpose of the present research is to analyze and critique the implications of multicultural education with an emphasis on Michel Foucault's views. To achieve this goal, conceptual and critical analysis methods have been used. Foucault, as a postmodernist theorist, proposes a kind of education in which the issue of culture and justice is important. While criticizing power relations in educational systems, he has provided significant implications for multicultural education. In his view, the basis for education should be based on democratic and non-authoritarian methods, and the interests of the members and various components of society, including other cultures, should be taken into consideration. Foucault criticizes the textbooks as functions of history, society, and power, and believes that texts have always been used as tools of power. By examining Foucault's educational opinions, it can be admitted that his implications for educational and cultural justice will be. Nevertheless, criticisms can be made, such as the criticality of the revelation of reality, the emphasis on epistemological relativism, the divergence of education policies, the lack of presumptions in the discussion of discourse, and the lack of solutions to educational issues.

The present research aimed to identify the implications of the multicultural curriculum of Michel Foucault and Henry Giroux on the reforming and redesign of the elementary school curriculum in Iran. The research method is analytical-indactive, research field of all digital and print resources related to subject, targeted sampling method, the means of these phishing forms, the method of analysis qualitative content analysis and assessment the validity of the findings through Professional judgment. The results Showed that issues such as dialectical analysis of daily experiences, border education, educational justice realization, coexistence ability acquisition, critical awareness, prevention and resistance to the reproduction of social inequality, listening and paying attention to the voices of the various groups and races of the society, turning away from elitism moving towards the attention of the general culture, paying attention to moral discourses, etc. can be considered based on Foucault and Giroux's educational ideas along reformist policy making and redefining the elements of the curriculum elementary school in Iran. The final product or output of this kind of curriculum is individually a learner and socially an active citizenship at the local, national, and global levels.

The main purpose of this research is explanation of Socratic dialectic aspects and teaching method as a strategy for improving the schools' teaching-learning process. In this order, with a qualitative method in kind of descriptive-analytic (document analysis), firstly, Socratic dialectic and then the philosophical foundations of Socratic teaching method are described. Then, the feasibility study of utilizing of this method in schools together with it's critiques in order to much quality utilizing. The results imply that Socrates is one of the greatest western thinkers who had been developed a great evolution in the history of thinking with his famous method of dialogue. Socratic teaching method is a model for encouraging students' participation for collective research performance and for helping those for nurturing the critical thinking skills and necessary habits for participate in society. The teachers with using Socratic Method and projecting the suitable questions can invite their students to review own and others' arguments to find the logical incompetency of different beliefs and thoughts. Using of such method while conclude to reasonable choosing of values, also provide logical thoughts growth in students.

This paper is an attempt to investigate goals of social education from the perspective of three sociological approaches of macro, micro and integrated. To achieve this goal, Frankna’s reconstructed syllogism is used. The results indicate that the end of macro sociological approach include fostering social virtues and the creation of group integration. The intermediate goals also include the preservation of cultural heritage, shared values of the community and fostering social spirit of the students. Besides, the end of micro sociological approach are to foster the independent, intellectual students and the intermediate goal is preparing situations for the development of all aspects of freedom. Finally, the end of integrated sociological approach are to foster the spirit of understanding in students and to emphasize on shared interests and needs. The intermediate goals also include raising educational communicative rationality in educational relationship and gaining insight and subjective attitude in students and providing circumstances for empathic interactions.

The purpose of this study is to study the teachings of the transcendental paradigm in the process of teaching-learning and its critique. In order to achieve the purpose of the research, three methods of conceptual, inference and critical analysis have been used to analyze and critique the foreman paradigm. Findings of the research indicate that meta-text instead of oral text emphasizes written text and, as a new paradigm, acquires diverse experiences, the possibility of exchanging ideas and discussing various teaching methods in education. .... can have a facilitating role This paradigm in the field of knowledge learning and development has implications such as passing the traditional epistemic system in the learning-learning process, encouraging the learner to construct meaning through dialectical dialogue, the conceptual representation of the learner, access and better information retrieval in learning, the production of boundaries New to Knowledge, Opportunities for Explore-Based Learning, Changes in Classroom Space But in this paradigm, there are also challenges that can be addressed, including deconstruction in the learning-learning process, the passage from reading to writing, relativism, pluralism, and the uncertainty in the field of educational research

The main purpose of this study is first to examine two perspectives on epistemology in order to ascertain how "epistemology" is presented in the rhizomatic approach of Gilles Deleuze and Allameh Tabatabai. Then, the critique of Deleuze rheumatic epistemology based on theories of Allameh Tabatabai is to be studied in order to open up new dimensions in this regard and to include the increment of fundamental knowledge in the field of epistemology.

Conceptual and critical analysis methods have been used to answer the research questions.

The main concepts of Gilles Deleuze rheumatic epistemology include negating the representation of knowledge, becoming and being replaced, transcendental empiricism, plurality without any unity, doubt and relativism, the rejection of a priori claims, the rejection of the dogmatic image of thought, the negation of the transcendence, Anti-Semitism, is the aspect of the production of knowledge and does not have any discovery. Given that the epistemological view of Gilles Deleuze had largely failed the credibility of the tree's approach to knowledge, due to its radical positions, Allameh Tabatabai, as a Muslim philosophic thinker, was in a serious confrontation with Western scholars And their secular and post-structural positions, based on their epistemological foundations, on the basis of reality, as the criterion of the truth of knowledge, universality of innate knowledge, the intellect of God's inner justification, and the means of understanding and receiving basic knowledge, human beings possess natural knowledge, The certainty of knowledge and its evidences, the fact that they are truthful, and so on in this study, in detail, based on the ideas of Allameh Tabatabaei criticism of Gilles Deleuze, was discussed.

The epistemology of Gilles Deleuze shows an inappropriate ideology and explicit and serious contradictions with Allameh Tabatabaei’s epistemology.

This study is intended to analyze educational approaches of modern and postmodern feminism and their criticism based on Islamic education through comparative and critical analysis methods. Research findings indicate that the equality of women and men, the pursuit of universal and comprehensive views, the emphasis on cultural criticism and resistance against gender dualism are focused in educational modern feminism. Postmodern feminism concentrates on the principle of difference among people, especially those of men and women, doubt in the general narratives, strengthening of discourse and deconstructionism. While removing a number of obstacles and problems from women and granting them some rights, modern and postmodern educational feminism create complications and challenges for humanity and especially for women, which can be criticized on the basis of Islamic teachings. These criticisms relate to issues such as modern feminism’s ignorance of the differences between men and women in line with proportionality orientation, relativism and instability of moral values, different goals for acquiring knowledge in the educational teachings of feminism (both modern and postmodern) and Islam, and extreme assertion of postmodern feminism on discourse rather than practice as well as the objectivity and fading of family as the main educational center in modern feminism.

The purpose of this study is to explain the curriculum of moral education in the aspect of comparative analysis of Kant’s and Mullah Ahmad Naraqi’s theories using both conceptual and comparative analysis in order to increase the fundamental knowledge in this area. In order to achieve this goal, try it with the use of primary sources and secondary sources included (authentic books, research, relevant research, publications and Internet sites) study the methods of conceptual analysis and comparative analysis is analyzed and analyzed. The results indicate that Kant and Mullah Ahmad Naraqi studied moral education in a profound manner and remarkable implications in the content of curriculum of moral education can be concluded from their theories. Kant is the representative of west’s viewpoint and Mullah Ahmad Naraqi is the representative of Islamic’s viewpoint; Despite the obvious disagreements, shared components are concludable that can be reviewed by policy makers and curriculum planners so that it can ease the students’ moral development. Among the main priorities of curriculums, we can point out education, training students’ moral dimension, emphasis on development of memory in curriculums, practicality in curriculums, emphasis on mathematic lessons in curriculums, emphasis on criticism in curriculums and training students’ religious dimension

This paper is an attempt to study Spinoza's epistemology and its educational supplies with a critical approach based on Islamic teachings. To achieve the objectives of this research, conceptual, descriptive, analytical and critical methods have been applied. The results revealed that issue of recognition plays an important part in his philosophical system. Spinoza divided knowledge into four categories including: knowledge from the senses, experiences, inference and intuitive. Based on his epistemology, the most important educational supplies consist of indoctrination in education, the manifestation of the rational nature in education, the attainment of unity and high stages in the education, the efforts and perseverance of educators, the emphasis on the role of nature in education, paying attention to religious institutions in moral education and avoiding conflicts in learning process. Despite the positive points that exist in the epistemological and educational theories of Spinoza including the activation of educators and the emphasis on rationality, there are also challenges that can be criticized based on Islamic teachings. These include humanistic epistemology of Spinoza's theory, cognitive relativism in Spinoza's theory, and Spinoza’s emphasis on indoctrination in education, ignoring individual differences in education, and lacking of attention to critical thinking in education.

The purpose of this study, analysis and criticism of Richard Rorty's moral education is the theoretical foundation of Allameh Tabatabai. This method of qualitative research comparative study documents. The findings showed that Rorty's basic features, including anti-fundamentalist ethics from the perspective of ethics, pluralism, anti-domination and social cohesion. Rorty achieve the ideal society (liberal society) and become the "ideal citizen" is cited as the most important goals of moral education. On the other hand, Tabatabai (RA) in the field of pure and very interesting points about the ethical issues of research and have considered and in this regard, have offered useful tips and hints. Richard Rorty's views of moral education, disadvantage and shapes can be seen that it can be reviewed and evaluated on the basis of Allameh Tabatabai including denial of nature in Rorty's view, anti-foundationalism in Rorty's view, consistent with liberalism in moral education in Rorty's view, the break is and should be in Rorty's view, the approach Rorty's pragmatism plurality of moral education, Rorty extreme emphasis on emotion in ethics, anti-totalitarianism approach in moral education, training border corruption and the denial of objectivity in moral theory cited.

This study uses two methods to provide conceptual analysis and Inductive a new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology in order to improve the knowledge in the field of curriculum. This research includes applied research and the method of studying is analytical & documental. The results show; the hidden curriculum includes non-tangible learning, informal and implicit in forms of values, norms and attitudes. They are created and conveyed by the teachers, staff, processes and informal learning, teachers & student's interactions as well as the student's interpretations of events and organizational environment. Van Manen's phenomenological experiences help to make a very deep and fundamental learning in students. So it is an appropriate method in recognizing the scope of the hidden curriculum. Van Manen's phenomenology based on lived experiences in parameters of the certain hidden curriculum consists of students (problem-based, self-directed, self-exploration, flexibility, etc.) teacher (agent, effective in development of attitudes & motivation of students and manager in the class crisis contains specific lived experiences for students), content (a precursor to the inner experience of the students based on their urgent needs), teaching (intuitive and creative activity with unforeseen results in students) and evaluation (background for understanding some of lived experiences based on real nature of class, teaching, learning and student's assessment by the education system.

Creativity is the driving force of modern civilization and the respond to the issues and problems that are associated with rapid technological change and social education. Therefore, developing creativity is a top priority for the world's educational systems.
This paper is an attempt to implicate Gilles Deleuze’s idea of the rhizome with a view to using it in improving the educational system in Iran.
To answer the first question of research (the main concepts of Deleuze’s rhizomatic thought), the method of conceptual analysis (conceptualization) and to answer the second question (the implications of Gilles Deleuze's rhizomatic thought, to improve the creativity of the educational system of Iran), the method of deducing research have been used.
Findings: In Gilles Deleuze's thought, education must always be active, achievable, and multiplied. Based on such an idea, educational components such as teaching methods, teacher and student roles, curriculum, etc. will have Impressive changes with traditional education. One of the most important implications of Gilles Deleuze's rhizomatic thought in improving the creativity of Iran's educational system can be the development of horizontal and creative thinking in schools, training problem-centered student education, the provision of innovative learning models in learning-learning processes, planetary and nonlinear curriculum, and creative teacher have been discussed.
Deleuze’s model of the rhizome can be used as a fruitful and fruitful model for innovation and creativity in Iran's educational system, since this model focuses on all creative and innovative activities that are always flexible and fluid, and necessarily focused on purposeful, Planned and structurally elusive.

This paper was an attempt to improve the multicultural curriculum of Iranian educational system based on Michel Foucault and Henry Giroux's views, using conceptual analysis and deductive approach to research. Findings showed that multicultural curriculum is based on the concepts such as social justice, equality training and facilitating the educational experiences. Among the great thinkers of multicultural education, Michel Foucault and Henry Giroux have presented significant issues in the multicultural curriculum. Foucault considers education as more personal, specific and local, so that in the field of education, the tone of the curriculum and teacher should be polyphonic. Besides, Giroux considers education as being multicultural, supporting racial and ethnic minorities. Giroux believes that the curriculum should be the domain of emerging different sounds of culture, race and gender and no group should be marginalized. With regard to the educational ideas of Foucault and Giroux in the field of multicultural curriculum, we can use the assistant and complementary approaches such as, border education, critical education in education system, innovation in educational content, enhancing the critical thinking of students, qualitative research methods in teaching-learning process, and developing various school activities in order to improve the multicultural curriculum in Iranian educational system.

Using an analytical and documentary method, the present study seeks to analyze and criticize the educational viewpoints of Noddings from the perspective of Islamic education. The results show that the most important philosophical foundations of Noddings include emotionalism, existentialism, phenomenology and feminism. Educational objectives include a combination of educational experiences and values such as love of learning, kindness, self-respect and training democratic citizens. To Noddings, fundamentalism is not accepted in compassion and the educational methods that advocate modeling, dialogue, and action can be verified. Despite the good views that exist in the philosophical and educational ideas of Nel Noddings, based on Islamic education, her educational ideas have some weaknesses including disregard for the external sources of sanctity in educational objectives, feminism in education, regarding affection as the basic criterion for education, neglecting the other effective tools in education, relativism, neglecting the role of standards and principles in education, neglecting the internal factors in education, following pragmatism as the basis for her ideas , neglecting the substantial role of teacher in the teaching-learning process and the role of punishment in education.