hamid ahmadi hedayat

The purpose of the current paper is to explain the attitude of cognitive neuroscience about learning and draw its hints in online learning management. Cognitive neuroscience has provided some experimental data to explain the concept of learning at the level of the brain, in this article, they and facing some challenges related to the nature of online learning, and policies for managing online learning environments are proposed. For this purpose, more than using brain imaging methods and behavioral experiments, it has been necessary to rely on the theories emerging from the field of education. In this way, first, the four interwoven processes of attention, active engagement, error feedback, and consolidation have been listed as necessary conditions for learning, and then it has been explained that in the process of online learning, it is necessary to modify the mental model of learners by following the aforementioned processes. Then we have addressed the question of what policies or macro strategies can be used to modify the mental model of the learners. These policies include individualized learning, providing content related to life, providing modular, dynamic, and multi-level content, arousing excitement, paying attention to the embodied nature of learning, modular evaluation and self-evaluation, and relying on long-term learning for the strength of learning. Also, in the following, some platforms have been proposed to realize these educational policies.

The purpose of the current research is to analyze the researches on the use of virtual reality in teaching and learning based on the concepts of post-phenomenology. To achieve this goal, a descriptive-analytical method has been used. Emphasizing on the most important concepts of post-phenomenology, articles on the use of virtual reality in education and learning between 2017 and 2022 were analyzed. The findings of the research in the field of virtual reality mediation in relation to the learner and the learning environment showed that among the relationships described in post-phenomenology, most of them are related to background and immersion and hermeneutic relationship, embodiment and alterity are in the next ranks. In the field of multiple applications of virtual reality technology, in the order of teaching, interaction, evaluation and motivation, it has been considered in the conducted researches. In the field of incremental structures of technology (what technology gives us), interaction and immersion, motivation, deep learning and participation can be dominant in researches, and in the field of decreasing structures of technology (what technology takes from us) in researches Such as high cost, insufficient reality, human communication, high cognitive load and losses for human health have been considered. Finally, it was suggested; so that the way of changing the experience and perception of the learners during the application of virtual reality in education and learning is investigated more closely, so that the dimensions and hidden angles of the technology are revealed for the policy makers and educational technology designers. On the other hand, it can be said that the results of this practice can help improve the quality of technology-based learning.

The educational institutions of any society are the product of history and can only be explained with the help of history. Therefore, in the present research, the study of artistic education in ancient Iran and its comparison with the Safavid era was investigated. This research is a documentary research that was conducted with a comparative-analytical approach, and Brody's comparative method (description, interpretation, juxtaposition and comparison) was used to analyze the data. The statistical population of the research is all the sources related to the two periods of ancient Iran and the Safavid era, including books, articles and authentic scientific documents, and the purposeful sampling method was used. In the findings section, firstly, in ancient Iran, components such as music, place, artistic goals and tools, the progress of painting and the influence of countries on each other, iconography, its goals and methods, weaving education and the development of calligraphy were investigated. Also, in the next stage and in the Iran part of the Safavid era, components such as the reasons for the weakening of music and its various forms, ups and downs in the art of painting, developments in the art of iconography, changes and innovations in the art of weaving, and the sanctity of the art of calligraphy in the Safavid era were examined. As a result, based on the findings, it can be acknowledged; Music, painting, iconography, weaving and calligraphy have made significant progress and innovations in ancient Iran, and in the Safavid era, even though music and painting did not experience significant progress for some reasons, there were significant developments in the field of weaving, iconography and calligraphy.Discussion and Therefore, by reflecting on the findings, one can benefit from the challenges and opportunities and experiences of ancient Iran and the Safavid period, in the field of art education of the present era.

This study aims to explain the relationships based on technology in post-phenomenology and its consequences for education. Analytical and inferential methods have been used to achieve this goal. Post-phenomenology is one of the new philosophical approaches in the field of technology. This approach has been developed on the one hand with a critical discourse of classical phenomenology and on the other hand with research in the empirical field of science and technology studies. Phenomenology does not look at technologies as merely functional and instrumental objects, but as intermediaries between human experiences and their activities, and deals with specific technologies and their existential and epistemological differences in the biological world. Post-phenomenology in the application of educational technology can also change the type of technology question and pay attention to the type and manner of educational technology involvement in presenting reality to learners and the extent to which their perceptions of reality change. Embodiment, Hermeneutic, Alterity, Background, fusion, immersion, and augmentation are of technology-based relationships that can have important consequences for education such as; Paying attention to the aspects of increasing and decreasing technology, emphasizing the description and interpretation of ratios, not neglecting the impact of the macro level, being careful in new ratios and out of description.

This study aims to investigate Wittgenstein’s language games theory and its methodological implications in educational studies. This qualitative research utilized a conceptual analysis and inductive method to review the related literature. In this study, first, Wittgenstein's language games theory and the nature of its rules were studied. Then, a set of methods consistent with the nature of research and evaluation in the fields of education science was extracted. Among the methods extracted from the theory of language games were paying attention to the social context and overcoming the dominance of quantity in educational issues, limiting the scope of research and paying attention to the interwoven networks of affairs, emphasizing distinction in the analysis of educational issues, self-imposed exile, overcoming biases, how to learn, learning the experience of educational agents in the heart of the society and finally promoting a critical view and getting rid of the habit. In general, it can be concluded that it is impossible to speak of precise, constant, and uniform steps in the methodological discussion in the same way in all situations. It can also be concluded that Wittgenstein sought to solve the problems of philosophy and the true understanding of the world by understanding the language. New generation understanding of the world can be enhanced by introducing the nature of language and its functions.

The purpose of this study is to investigate the post-phenomenological approach in virtual education and its implications for the educational system. Analytical and inference methods have been used to achieve this goal. The growing influence of information and communication technology in the education system; on the other hand, the large increase in the number of applicants for education has led to challenges such as the superiority of virtual education over face-to-face education and has led to changes in education and its methods. One of the latest developments in this area is virtual education. The educational system, as the official institution of education, cannot be unaware of these changes and must, along with the technical view of the development of new technologies to philosophical research and how to change the perceptions and experiences of educators and educators when using these new technologies. Post-phenomenology with a focus on technology is one of the promising qualitative approaches for transparency in this field. The research findings showed that each of the post-phenomenological concepts such as Technological relations, multistability, and transparency in virtual education had implications for the education system. As a result, simultaneous attention to both engineering and humanities approaches in designing virtual learning environments is essential in the education system. This research is an attempt in the field of humanities approach to new technologies along with its quantitative and technical development.

The purpose of this study is to investigate the teaching methods and experiences of sixth grade elementary school teachers in Isfahan in teaching mathematics in the age of the corona and to provide practical suggestions.The research method is qualitative and phenomenological. Participants in the study including 35 sixth grade elementary school teachers in Isfahan in the academic year 2021 were selected through available sampling.To conduct the interview,questions were developed with the opinion of experts and professors of educational sciences and the data obtained through semi-structured interviews were analyzed in three stages of open, axial and selective coding.In general,in the findings section, according to the participants' answers,it was determined that the methods used by teachers are lecturing and answering questions in a virtual style.The positive and negative aspects of virtual learning in COVID were classified into educational, temporal and economic aspects, and in the next stage, according to the teachers, solutions includes holding educational workshops to empower teachers in relation to virtual environment, using the electronic workbook to record student results, setting and implementing special rules in the context of virtual learning, and etc.were provided to overcome the negative aspects and limitations of virtual learning in the sixth elementary mathematics course in the age of the corona. And at the end of the research, methods to the use of sixth grade teachers were introduced in the age of the corona. Among these, we can mention the use of both virtual and face-to-face methods in teaching in the age of the corona.

The purpose of this study is a comparative study of geography education in the educational system of Iran and the United States. To achieve the research goal, a qualitative comparative method with a deductive approach was used. The method of data collection and analysis was documentary and rational. Findings indicate that according to the centralized education system in Iran, certain standards have affected the education of geography. In the United States, however, there are several standards for teaching geography due to the decentralized education system. In the United States, teaching geography begins at an early age, but in Iran, teaching geography in junior high school is taught under the title of a book called " Social Studies". Because in the United States, geography is presented only as a summary of each state's unique circumstances, managing, coordinating, and planning geography education is complex. But in Iran, specific books and resources are considered for each course for teaching. One of the most important similarities in geography education in Iran and the United States is the similarity of natural geography topics.

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.

The main goal of this study is an analysis and critique of post-phenomenology in technological case studies. It seeks to answer two basic questions: first, ‘what analysis of post-phenomenology can be offered in technological case studies?’ and second, ‘what objections to post-phenomenology are posed in technological case studies?’ To this end, we used methods of conceptual analysis and evaluation of conceptual structure. The findings of the study regarding the first question show that post-phenomenology has originated from superiority of practice over theory in history of philosophy, and this has led to theoretical reflections on technology. This approach began with Don Ihde’s works in philosophy and is being developed with case studies on new technologies in works of Ferbike, Rosenberger and other expositors. The most important concepts developed in this philosophical tradition include relational ontology, mediatory concern, human-technology relations, technological concern, mediated awareness ground, alteration method, multiplicity, relations strategy, and alteration in transparency. The findings of the study in regard to the second question show that the most important critiques on this view are weakness of the theory of post-phenomenological morality in explaining some issues, inability in recognizing dominant stability in the multiplicity idea, being limited to specific relations and technological materialism, and no attention to human’s liberty in choosing technological mediation.

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.

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.

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.

Game is considered to be the basic activity of children and at the same time can fulfill one of their basic demands. The role of game in the promotion of the physical and psychological health process of children is undeniable. Beside the emergence of audio-video media and owing to the immense growth of communicative technologies today, computer game is also considered to be one the modern games and as social phenomena enjoys a particular attraction. This game addresses mostly children and young adults. Children not only use computer games at their leisure time but also do so when they are among their family members. These attractive and exciting games draw the attention of children and youth for hours and sometime repel them from the real world and plunge them into the imaginal world. Since children and youth are regarded as the assets of a country, their psychological health and growth are very important. This work attempts to explore the effect of computer games on psychological health of children. Concluding that, computer games bring in their wake a kind of psychological violence, depression and excitement, stress and tension for children and youth.

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.

Undoubtedly, different physical and mental activities are necessary for human growth. Children also need to perform various activities because of going through the most important period of their growth. In fact, playing can have an effective role in satisfying their need for performing both mental and physical activities. However, games have various functions such as promoting children’s intellectual growth, which certainly reinforces intelligent behavior and provides the necessary conditions for language learning and cognitive development of children. The most important feature of thought-provoking games, particularly in the field of philosophy and children, is their contribution to intellectual growth, which is realized through employing some tools such as toys, stories, films, animations, and pictures. Following a deductive approach, this study indicates that playing games accelerates children’s physical and mental growth and provides an environment where their thoughts can be developed in the best way possible. This requires the actualization of their potential for creativity, which demands the development of their imagination in the process of play. Accordingly, it is necessary to provoke their curiosity during this process by creating a challenging and exciting atmosphere.

Presently, the programs of teaching philosophy to children are executed in the world in the form of one of the influential philosophical trends for transferring the concepts and skills required for philosophical thinking, observing ethics, and maintaining public order. The concepts and skills associated with public order in such programs are sometimes presented overtly and sometimes covertly through the attitudes, studies, and works related to such programs. Such attitudes and work embody certain elements of ontology, epistemology and, accordingly, the specific methodology of the societies which create them. Therefore, in order to use these programs efficiently in explaining and expanding public order from an Islamic point of view, it is initially necessary to indigenize them based on the above-mentioned criteria and Islamic insight. Using the method of content analysis, the present study concludes that the programs of teaching philosophy to children can provide appropriate models for disseminating and teaching various public order skills in the country provided that they conform with the three-fold criteria of Islamic indigenization. Here, the writers have tried to present a polished selection of public order skills based on such criteria.

Public order is one of the important subjects in the field of education. This is because order and discipline play a crucial role in human life, and teachers should try to plant the seeds of knowledge, faith, piety, and discipline in the students’ prepared and fertile minds in order to harvest the fruit of righteous human beings. The educational teachings and recommendations of religious leaders concerning the correct training of children indicate that the teaching of order and discipline demands particular attention. Given the fact that the Fundamental Reform Document of Education functions as a map for the educational methods and directions of the country, it is of prime importance to investigate it by paying attention to the different components of public order. Therefore, the present paper addresses these components through a content analysis of the studies related to public order in the Holy Qur’an. Having described the principles of public order, the authors analyze and explore it with regard to the solutions suggested in the Fundamental Reform Document of Education. The components of public order in the Qur’an are: cooperation, council, fulfillment of obligation, security, and forbidding injustice. In the solutions proposed in the Document, more attention has been paid to the first three components while the fourth and fifth are almost neglected.