یحیی قائدی

The purpose of this article is to identify the discontinuities in the discourse formulations of the teacher training system between the establishment of Dar al-Funun School and the establishment of Farhangian University. Therfore based on genealogical method and break analysis assumptions, descent analysis, zero analysis and coincidence analysis of this system have been done in three stages. Accordingly, based on descent analysis and zero analysis, the creation of a teacher training system is dependent on the formation of a new education system and has been modified or changed during this period. Coincidence analysis shows the existence of scattered events, each of which has had an effect on the country's teacher training system, such as Iran's defeats against Russia, the victory of the constitutional movement or global events such as the World War II, which have affected this system. The analysis of power shows through examining the statutes and instructions of the teacher training system in this period of time, that from Foucault's point of view, power is trying to control, normalize and shape governed subjects through various techniques, creating  people's behavior.

The purpose of this research is to explain the philosophy of dramaturgy as an educational approach and to provide suggestions for improving the formal and public teacher training system. First, a philosophical investigation into dramaturgy as an educational approach was conducted, followed by an analysis of the necessary roles and skills of the teacher as a dramaturg. This research employed library and documentary methods to gather information, and by utilizing Franken's analogy model and interpretive analysis, the role of the teacher and the required skills to implement the dramaturgical approach in teacher training were explored. The findings of this study contribute to identifying and analyzing key dramaturgical principles, such as structural analysis, character recognition and analysis, situational analysis, and temporal and spatial context examination. Additionally, it underscores the most important skills of a teacher as a dramaturg, including the ability to analyze texts and lesson content and to design with a dramaturgical perspective. Finally, based on the research findings, recommendations are offered to enhance the teacher training system, enabling the effective application of this approach in both formal and public education systems.

The main purpose of this research is to identify the mechanisms of using the place of imagination in the philosophy education program for children.

This research is one of the qualitative researches, which is applied in terms of purpose, descriptive research in terms of data collection and summarizing, grounded theory method. To identify the components of imagination in the philosophy education program for children in this research: in the first step, by referring to specialized texts on imagination in the philosophy education program for children, including domestic and foreign articles, books and authoritative publications, indicators of imagination in the philosophy education program for children, it was identified, reviewed and summarized using the Cornell study method. In this stage, after 22 people, up to the theoretical saturation of the components were identified. In the second step, semi-structured interviews between experts were used to ensure the effectiveness of the indicators identified as imagination in the philosophy education program for children. The selected experts were a group of experts in educational management and education who had years of experience in educational jobs and were experienced and knowledgeable in relation to the selected indicators and components and had numerous articles in this field.

In the second step of the research, according to the results of interviews with experts, the results of the research showed that the dimensions of imagination in the philosophy education program for children include knowledge-centered with coding components of imagination in philosophy education for children with 5 indicators, goals (individual, social and educational) (26 questions), basics (general and specialized) (12 questions), method (reasoning, skill training and knowledge acquisition) (15 questions) and content (educational, motivational and challenging) (13 questions) and mechanisms ( managerial, technological, educational and environmental) (22 questions).

The results showed that imagination in the goals of philosophy for children includes individual, social and educational positions.

This paper is reporting on a research that its purpose was to design a  science curriculum for elementary education based on Bhaskar's transcendental realism philosophy of science. The study used deductive method. Based on Ontological realism, epistemological relativism and rationality of judgment as the central core of transcendental realism, the  main components to design science curriculum for  elementary education were inferred. The findings showed that the goals of science  education include the improvement of students' perceptions of the nature of science, to cultivate their critical thinking, and to promote the process skills in students, while emphasizing on science products. Moreover, while the scientific knowledge is subject to modificatinion, the scientific facts have their own merit and needs to be considered in designing elementary science curriculum. Learning is a process of active construction using prior knowledge and through social interactions and become meaningful in the real world. In this approach, teacher acting as facilitator and evaluation of students' learning is considered a systematic, comprehensive and complementary of learning.

The purpose of this article is to identify the discontinuities in the discourse formulations of the teacher training system between the establishment of Dar al-Funun and the establishment of Farhangian University. For this purpose, according to the genealogical method and breaking analysis assumptions into three steps, descent analysis, zero analysis and coincidence analysis of this system have been done. Accordingly, according to descent analysis and zero analysis, the creation of a teacher training system is dependent on the formation of a new education system and has been modified or changed during this period. Coincidence analysis shows the existence of scattered events, each of which has affected the country's teacher training system, such as Iran's defeats against Russia, the victory of the constitutional movement, or global events such as World War II, which have affected this system. In the analysis of power, by examining the statutes and instructions of the teacher training system in this period time, it was determined that from Foucault's point of view, power is trying to control, normalize and shape governed subjects through various techniques with this method. create people's behavior.

To improve children’s writing skills through philosophy one could look at a novel such as Suki Novel and its Instructional Manual for use in philosophy for children program to see what the requirements of writing ability are indicated to be in the novel, and how these requirements can be strengthened. To this end, the content analysis of the novel and its manual revealed the purpose of writing is creation and regeneration of thought through words. As such, it is the mission of any educational system to help with improvement of writing ability in children by emphasizing skills such as defining, exemplifying, categorizing, and clarification of concepts, mental exercise, storytelling, discovering ambiguities, and reasoning. Such skills not only strengthen the writing ability constituents, but help students with writing both beautifully and logically.

The present article aims to analyze two approaches, Aesthetic and Pragmatistic, among the approaches to the philosophical field of music education. Pragmatists show how music is associated with the scientific paradigm and socio-cultural actions; on the other hand, music education seeks to increase the ability of perception, experience and evaluation of the aesthetic qualities. This will not be possible without using the aesthetic approach. The question of the research is whether the aesthetic perception of music and its perception as a social action are more compatible with each other, or are the two views completely opposite and contradictory? The method of data acquisition is based on library research and using texts of two approaches since the mid-1950s.The research method is qualitative and based on descriptive-analytical method; for this purpose, the theories of two approaches were taken into consideration in order to achieve the reconstruction of the aesthetic approach by considering the negative and positive attitude of each of them and passing the Bipolarity. In this reconstruction, the paper is relied on the tools, method and philosophical content of music education, which was presented on the basis of the theories of the two mentioned approaches. The results of the research showed that if we consider the aesthetic experience in music more as an act of creating meaning than internal reflections, music is no longer an independent object with an inherent meaning, and there will be no need to abandon the aesthetic approach the way that is done in pragmatism. The aesthetic experience in reconstructing the aesthetic approach refers to the way someone interacts with the aesthetic object, which requires cultural education. Modern education is based on the fact that every child should have the opportunity to expand their abilities to observe, experience, evaluate and create the Beauty. This can be achieved by planning music education using both approaches.

The purpose of this research is to investigate the challenges of citizenship education based on the perception of Afghan immigrant students, with the aim of describing and interpreting the lived experiences of the components of citizenship education. The research method included the community of parents and students in the primary level of the 4th district of Alborz province, including 6 immigrant girls and 10 immigrant boys. The data collection tool was a semi-structured interview that has been continued until data saturation and analyzed using the Strabert and Carpenter method. After analyzing the data and removing the common codes, a conceptual code that expressed the experiences of the participants was extracted and categorized into 10 main themes. The findings of the present research indicate that the responses of the interviewees can be classified in the areas of environmental protection, based on the analysis of the interviews, indicating the themes of environmental protection, rights and duties of citizenship, empathy, responsibility, respect for the rights of others, cooperation, discrimination, the spirit of seeking justice, criticizing and accepting criticism, and establishing communication are the themes. The themes of discrimination, empathy, cooperation, communication are the themes that the interviewees had the most challenges regarding the quality and quantity of it, according to the experience in education in Iran, is significant based on the analysis of the above themes, gender bias in favor of men and the marginal role of women is one of the distinct distinctions of the interviewees.

In the 17th century, the concept of natural education was proposed by Rousseau in Emil's book, and despite the public and private acceptance of this book since its publication, Researchers have different opinions about whether Rousseau's words were oriented towards individuality or the collectivism of natural education.Although the scope of this controversy affects the whole of Rousseau's thought, an attempt has been made in this article After this issue is clearly stated in the book of Emil the opinion of, one of the most important contemporary commentators of Rousseau's educational views, Jürgen Oelkers, is given an example in favor of the individuality of Emil's natural education And with the help of her clarifications of Rousseau's educational views, a deeper understanding of Emile can be obtained, which can preserve the unity and coherence of Rousseau's thought in a lower layer; In this way, although individuality and population are natural characteristics of two distinct periods of the desire's development, But the principle of submission to necessity resonates throughout Emile, and it is this principle that keeps the unity of Rousseau's educational thought intact.

The purpose of this study was a systematic review of the application of caring thinking and its correlations in ethical philosophy. The research method is literature review and library research. In this study, existing articles on the subject were used in order to comprehensively and systematically review and summarize the interested content. For this purpose, articles from Persian and English sites in the field of caring thinking were studied and reviewed.Caring thinking, as the third component of Lipman’s three modes of thinking theory, has cardinal dimensions such as Appreciative Thinking, Affective Thinking, Active Thinking, Normative Thinking, and Empathic Thinking and progresses towards ethics and a better life which are rooted in theories of moral development by theorists such as Kohlberg, and can be used to design educational packages for cognitive development and the buildout of different levels of thinking (including moral development of children and adolescents).Despite its philosophical roots, caring thinking has rather straightforward and relevant psychological and moral correlations that together can manifest in the feeling of being cared for, companionship, positive and committed thinking based on values, emotions and norms.

The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.

The present study examined the teaching of caring thinking and its effectiveness on the well-being of sixth grade elementary students. This quasi-experimental study was conducted with pre-test, post-test and follow-up design (two months later) with a control group of 120 sixth grade elementary students in the academic year 2020-2021 in Tehran, Varamin. Students were selected by multi-stage random sampling method and randomly divided into two groups of and Virtues Questionnaire and the Guided Careful Thinking Questionnaire. Teaching caring thinking in 15 sessions of 90-minutes each, while the control group was not subjected to the training. Collected data were analyzed with the statistical software SPSS 21 using multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc test. Teaching caring thinking significantly increased the average scores related to caring thinking and well-being variables and their components in the intervention group (p<0.001). In a pairwise comparison, there was a significant difference between pre-test vs post-test and pre-test vs follow-up stages (p<0.001), while no significant difference was observed between post-test vs follow-up stages (p<0.05). As a result, teaching caring thinking promotes well-being and all its components in sixth grade elementary school students.

The aim of the present study was to investigate the effectiveness of education based on "Technology Application Model in Philosophy for Children" program on critical thinking of talented second grade students.The research method was quasi-experimental with a pretest-posttest with a control group design. The statistical population included all talented male students in the second year of elementary school who were studying in one of the public schools of Tehran in the academic in year 1399-1400. Using multi-stage cluster sampling method, 40 talented students were identified and randomly assigned to the experimental (n = 20) and control (n = 20) groups.Statistical sample of the research was completed before and after training, Watson-Glears Critical Thinking Questionnaire, which was the tool of this research.The training was designed based on the educational model of using technology in the philosophy for children program and was performed in 10 sessions for the experimental group and the control group was trained in the usual way.In the online section were used from the Grasp platform And in the offline section were used Multimedia and educational animations. Statistical methods were used to analyze the data at two descriptive levels of mean and standard deviation and inferential multivariate covariance.The results showed that after adjusting the pre-test scores, there was a significant difference between the experimental and control groups in the variables of critical thinking (P <0.05).The results of this study, in line with other studies, showed the positive role of using the capacity of technology in the philosophy for children program and improving the critical thinking of talented students.According to the research findings, it can be suggested that this model be used as an executive solution for one of the major goals in the document of fundamental transformation of education "intelligent use of new technologies in the formal public education system based on the Islamic standard system."

The purpose of this research is to explain the conceptual model of sexual education in virtual space based on philosophy curriculum for children. The method of this research to achieve the first goal is "content analysis" and to achieve the second goal is "deductive method of the type of practical analogy". The analytical community included all the documents, sources and databases related to the research topic, which were identified and then studied and analyzed in a targeted and deep way. The findings indicate that some of the most important factors affecting sex education in the virtual space based on philosophy for children are related to four cognitive, physical, social and emotional dimensions including: Meaning and acquisition of knowledge, reflection; practice in acquiring skills through practical training and collaborative activity, conscious behavior in the face of actions and natural changes of the body, situational awareness and commitment; use of individual and interpersonal skills in information exchange, society and democratic citizen. chastity and piety, the integrity of thoughts and actions) in the virtual space, which is a framework for the model of sex education in the virtual space based on philosophy for children, which can be achieved in the form of the goals of principles and educational methods. This model related to its final and intermediate goals is based on 5 principles: (cyber sexual intelligence, cyber sexual knowledge, understanding of technological sexual relations and sexual restraint, sexual responsibility and sexual ethics in cyberspace based on philosophy for children). The method of this model is the virtual community of inquiry.

The present study seeks to investigate the perception of experienced teachers about the philosophy of cooperative teaching with the aim of answering the following question: What is the nature of cooperative teaching according to the perceptions of experienced teachers?

The statistical framework of this research includes professors of Tehran Khwarazmi University, Tabriz University, Farhangian University of Tabriz and a number of country's elites who were selected by purposeful sampling. A semi-structured interview was used to collect data, and a total of 19 interviews were conducted until data saturation, of which 4 interviews were supplementary interviews to further deepen and saturate the data. After recording the interview, their text was prepared. MAXQDA10 software was used for data management and coding. Claysey's method was used to analyze the data.

The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions, knowledge of its philosophy, and characteristics such as interactivity, dynamism, attractiveness, use of collective wisdom, enrichment of resources, facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.Collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosophy that sees human experience as an interactive experience can support such a teaching method.A) Elements of collaborative teaching:1) Multi-way communication between professors and professors' communication with students and students' communication with each other are communication elements of group teaching.2) Every subject that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question.3) Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class, and topics are proposed that are of interest to the members of the collaborative classroom. Is.b) Features of collaborative teaching:1- The interactiveness of the cooperative teaching method class.2- Dynamics: collaborative teaching is a dynamic flow in which both students learn and professors become more dynamic.3- Attractiveness: the learning process in collaborative classes is more attractive.4- Using the collective wisdom of expert professors: Usually, collective wisdom is used due to the presence of two or more professors.5- Enrichment of resources: In cooperative teaching, many resources are used by professors to enrich the joy of learning.6- Facilitating learning and better understanding: Collaborative teaching provides the context for facilitating learning.Summary and summarization of the findings related to the question: What is the nature of collaborative teaching according to the perceptions of experienced teachers?In teaching, teachers should have a clear idea of their teaching philosophy, and on the other hand, cooperative teaching is one of the strategies in which more than one teacher is involved in teaching and guiding students, and therefore, considering that cooperative teaching is very important in the education system, especially in contemporary times. It has been emphasized, but it is less welcomed in the teaching-learning process, but this ambiguity still remains, do teachers have a common understanding of what they teach together, their teaching philosophy? What is mentioned under the title of teaching philosophy or not? And what are the obstacles in the way of implementing such a teaching method in schools by teachers? What do teachers think about this? Therefore, the current research, relying on this issue, is in line with a search to explain the philosophy of cooperative teaching by looking at the perceptions of experienced teachers in schools.The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions as well as several characteristics, dimensions and elements for cooperative teaching. Regarding the definition of collaborative teaching, it was agreed that the presentation of two or more professors, lessons and topics that require two or more expertise is called collaborative teaching. In order to explain the nature of collaborative teaching philosophy from the perspective of the perceptions of experienced teachers to know the philosophy of collaborative teaching, it was agreed that collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosopher who sees human experience as an interactive experience can use this method. Support teaching. And this philosophy can be seen in the opinions of many experts in the field of education.Regarding the elements and characteristics of collaborative teaching, the results of the interviews led to the identification of 3 elements and 6 characteristics, which are: the first element that is mentioned, the multi-directional communication between professors and the communication of professors with students and the communication of students with each other. Communication elements are group teaching. In the second element, it was stated that every topic that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question. Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class and topics are proposed that are of interest to the members of the collaborative classroom.The results of the interviews were obtained regarding the characteristics of the cooperative teaching method, the first of which was the interactiveness of the cooperative teaching method. The second characteristic is dynamism, in which collaborative teaching was considered a dynamic flow in which both students learn and professors become more dynamic. The third feature of the cooperative teaching method is its attractiveness, which makes the teaching process more attractive and pleasant.The fourth characteristic that was achieved was the use of the collective wisdom of expert professors. Usually, due to the presence of two professors or several professors, collective wisdom is used, which has very positive effects in the cooperative teaching process.The fifth feature is the richness of resources and topics in collaborative teaching, which is due to the use of diverse knowledge resources that are presented and introduced by teachers. The sixth feature that became clear to us was facilitating learning and better understanding of discussions. Collaborative teaching provides the context to facilitate learning. facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.