jahanbakhsh rahmani

This study aims to analyze the foundations of moral education for elementary school students from a pragmatist perspective to provide educational implications. The study examines moral education within the pragmatist school of thought. The data collection method is based on library sources, and the similarities, differences, and methods of moral education in pragmatism have been investigated. The findings indicate that fundamental aspects such as emphasis on children's individual talents, fostering critical thinking, child-centered education, group learning, and the principle of continuity of experience are among the similarities in moral education within pragmatism. In terms of methods, similarities such as rational education and problem-solving, practical education, emphasis on teamwork, observation and study of nature, and playing with children were identified. However, differences, such as the emphasis on memorization and repetition in pragmatism, were also observed. Based on the findings, it can be concluded that there are both similarities and differences in the principles and methods of moral education within the pragmatist school of thought. Therefore, to improve the conditions of moral education in the elementary education system in Iran, certain educational methods from pragmatism can be utilized.

The present study aims to infer the educational implications derived from Jacques Derrida's concept of critical thinking. To achieve this, an analytical-inferential method has been employed. Critical thinking from Derrida's perspective is a complex and multifaceted concept. In his view, critical thinking is related to the analysis and critique of language, texts, concepts, ideologies, and power structures. Derrida believes that no fixed or absolute meaning exists, and all meanings are formed in a play of signs and differences. Critical thinking, according to Derrida, means questioning any established truth, value, reasoning, or principle. Instead, he examines and critiques the methods, criteria, assumptions, and consequences. Derrida emphasizes that education should be critical in nature; he believes that critical thinking should be central, asserting that all aspects of education should be subject to change. In schools, alongside teaching critical thinking, emphasis should be placed on cultivating critical learners. In this way, the process of teaching and learning will be established in a critical and investigative manner. In this regard, the present study, through the exploration of Derrida's concept of critical thinking, aims to infer the educational implications stemming from his views using Frankena’s model.

In today’s rapidly evolving global economy, it is essential to equip young learners with the necessary skills and knowledge to thrive in the workforce and contribute to economic development. Education is the vital driver of human capital and development in countries, and the success of any educational system depends heavily on its curriculum. This paper aims to study the pivotal role of the curriculum in shaping education and its contribution to economic development. In particular, this paper studies four components (objectives, content, teachinglearning methods, and evaluation) of secondary schools’ curricula in G7 countries (Italy, France, Japan, US, Canada, Germany, UK) and Iran to present a set of proposed concepts for the Iranian curriculum with a focus on economic features. George Brady's comparative strategy (description, interpretation, juxtaposition, comparison) was used in this qualitative research. The proposed concepts are arranged in three layers: the first includes improvement of A) scientific skills (mathematics and basic sciences), B) technical skills (general profession and technological literacy), and C) process skills (systemic thinking and problemsolving). The study of world history and geography as well as other countries’ languages and cultures is the second part. The third includes altruism for others, the environment, and the future. This study serves as an introduction to the skills and abilities needed by Iranian students to compete in the real world. The proposed curriculum model offers a clear summary of some of the essential competencies for tomorrow’s society and workplace.

The present study aims to examine the role of rationality in the theories of philosophers and clarify the instances of harm and integrity within the context of enjoining good and forbidding evil from this perspective. This qualitative research was conducted using grounded theory with a comparative-analytical approach. The research domain encompassed all scientific documents related to philosophy and religion, where the views of philosophers on rationality and concepts associated with the religious duty of enjoining good and forbidding evil could be extracted. The data collection tools included note-taking related to the concepts of rationality and enjoining good and forbidding evil. In the first stage, relevant statements from texts addressing the main objective of the research were selected and coded. The concept of rationality was compiled from 43 codes derived from the views of 30 philosophers and thinkers. In the second stage, 350 selected codes were categorized under the headings "reason," "rational person," and "rational action." In the third stage, the selected categories of enjoining good and forbidding evil were studied and compared with the chosen codes from the second stage, and were classified based on their alignment or misalignment with the views of philosophers. Strauss and Corbin's proposed method was used for data analysis. The results showed that concepts related to enjoining good and forbidding evil, such as the sufficiency of rational judgment, issuing commands and prohibitions, the responsibility of governance, sense of responsibility, human duty, change and progress, religious obligation, the welfare of humanity, maintaining security, interaction between people and the government, governmental structure, and adherence to the law, were aligned with the views of philosophers and were deemed rational. Additionally, the concepts of enjoining good and forbidding evil were analyzed for harm within four categories: law, religion, politics, and progress. Reductionism, gender segregation, and granting privileges were identified as some of the harms.

Considering the role and importance of social health in improving the condition of societies, the current research was conducted with the aim of synthesis studies related to the social health. 

This study in terms of purpose was applied and in terms of implementation method was qualitative according to the synthesis research approach. The research population was all the articles and theses related to the research field (social health) from 2010 to 2022 years in reliable domestic and foreign databases with number of 94 cases, which according to the inclusion criteria number of 20 cases were selected as a sample with using the purposeful sampling method. To collect the data was used note-taking method which their reliability with using Cohen's kappa coefficient method was calculated 0.746, and for their analysis was used the coding method. 

The findings of this study showed that the social health had 59 sub categories in 22 main categories. The main categories were including social support, religiosity, social capital, social class, social security, social trust, communication skills, quality of life, social networks, lifestyle, leisure time, social actualization, social cohesion, social acceptance, social participation, socio-economic base, openness, sense of anomie, demographic variables, life satisfaction, social commitment and social responsibility. 

According to the identified main and sub categories in this research, specialists and planners can take an effective step towards improving people's social health.

The aim of this study was to evaluate and scrutinize the ideology behind the Shahab national program (multiple intelligence) among primary school students.

The methodology employed is pragmatic in its objectives and descriptive-analytical in its approach to data collection, utilizing surveys and post-event analyses. The target population for this study encompassed all primary school students in Isfahan province during the academic year of 2022. By employing cluster sampling and the Cochran formula, a sample size of 250 individuals was determined. The instrument utilized for data collection in this study was the Gardner multiple intelligences questionnaire comprising 80 items.

The findings indicated that according to the participants, the strengths and weaknesses of the national Shahab program have a significant impact and were deemed acceptable and conventional. As per the respondents of the Fundamental Transformation of Education document, the fostering of talents contributes to the unique abilities and individual variances among students. The participants also noted the significance of nurturing the exceptional abilities of elementary school students.

The results typically offer school planners and counselors the essential understanding and perspective to recognize and support exceptional abilities

The issue of globalization is considered as one of the realities of human society at the present time. Globalization works beyond borders and this has caused the fragility of many areas of society's life and being affected by it. This fact is accompanied by opportunities and threats for societies, which are serious and necessary to pay attention to. Globalization in the field of education has had profound effects so that all educational systems became aware of the globalization of education and the upcoming changes. The main goal of this research was globalization and the necessity of education management with emphasis on the document of fundamental transformation of education. This research was conducted with qualitative and thematic analysis. It was also practical in terms of purpose. The statistical population of this research was all the documents of the fundamental transformation of the laws related to education in line with globalization in the formal public education system of the Islamic Republic. The analysis steps were also done by coding method. For the validity of the findings, the researcher first re-coded and entrusted all the stages of coding to some prominent professors in the field of education to judge and express their views on the findings, which was accompanied by some changes and corrections. Also, for reliability, some texts were randomly selected and re-coded with another coder, and the agreement coefficient was 0.79. The findings showed that the educational themes of globalization include (educational and policy reengineering, content modification and development of research and innovation capacity); Educational themes include (deepening Islamic education and manners and global citizen education) and cultural themes include (diversification, increasing participation, promoting social dignity and increasing the role of councils).

The issue of globalization is one of the existing realities of human life, which has acted beyond geographical boundaries and has affected all aspects of life, including education. On the other hand, the document of fundamental transformation is proposed as a guide for the education system, and it is necessary to examine globalization and the methods of the document of fundamental transformation for the effective use of globalization; Therefore, the main goal of the current research was to identify and explain the components of globalization with an emphasis on the document of the fundamental transformation of education. The current research method was qualitative-exploratory with thematic analysis and applied in terms of purpose. The statistical population of the research includes all official and written documents and laws related to education in the direction of globalization in the formal public education system of the Islamic Republic, as well as other books, theses and articles related to the title of research in order to answer questions and achieve It was intended for the purposes of the research. The sample size of the solutions in the Fundamental Transformation of Education document which was approved in the meetings from 11/12/89 to 7/5/1390 in the Supreme Council of the Cultural Revolution, with the method of judgmental sampling until theoretical saturation is reached, which in case of repetitive concepts The continuation of the process of repetitive themes was omitted and selected. Thematic analysis method with coding was also used to analyze the data. The findings showed 56 concepts and 5 main themes including 1- structural restoration (transformation and standardization), 2- applied knowledge (technical and theoretical), 3- core development (strategic transformation and empowerment), 4- core participation (core school and facilitation) community-oriented) and 5- global citizen training (e-citizen and ethics-oriented) exists for globalization.

The concept of social health along with other aspects of health, including physical, mental and spiritual has a special place. Therefore, this research was conducted with the aim of studying the social health of students with an emphasis on curriculum planning.

The research method in terms of purpose was applied and in terms of implementation method was survey. The statistical population in this study were included all 5,200 students of the second high school in Lordegan city. The sample size was determined based on Cochran's formula 357 people, which this number were selected by available sampling method. Data was collected with Keyes social health questionnaire (1998) with five components of social flourishing, social correlation, social cohesion, social acceptance and social participation, which its validity was confirmed by experts (mentors and advisors, specialists and research experts) and its reliability was confirmed by the method Cronbach's alpha was calculated 0.78. The data were analyzed with using mean, Friedman test and independent t-test methods in SPSS software.

The findings showed that 7 questionnaires were removed from the analysis due to incompleteness and analyzes were performed for 350 people. Also, the amount of social health was below average, the amount of social correlation, social acceptance and social participation was below average and the amount of social flourishing and social cohesion was above average. Among the components of social health, respectively the amount of social cohesion, social participation, social acceptance, social flourishing and social correlation was higher among students. In addition, the average social health of male students was higher than female students (P<0.05).

In general, the results indicated an unfavorable state of social health in students, especially in female students. Therefore, it is necessary to adopt curriculum planning in the educational environment to improve their social health.

Education is the main factor of economic growth in a country, and the curriculum is the heart of any education system. As civilization makes the transition from the industrial era to one of sustainability, educational leaders around the globe ought to implement a learning system that prepares young people for life in a unified society. Every country that has experienced high growth for a long time makes great efforts to educate its nation and reinforce its human capital. In contrast, there is considerable evidence that many developing countries are not doing enough. Education has a legal claim on public funds for at least two obvious reasons. First, the social returns are likely to be greater than the private returns. Second, some families with low incomes and credit constraints may not be able to invest as much in education as they would like, even if a higher income is guaranteed for a diploma or university degree in the case of a successful job search. Therefore, public spending on education is established based on impartial opportunity and efficiency. This paper provides a starting point to explore what skills and concepts students should be studying to lead the future. The curriculum model provides an explicit outline of some of the competencies that will likely be required for whatever world scenario emerges. This study focuses on the key roles of education and its relation to economic development as well as the curriculum as a core part of the entire educational drive of nations. In particular, the aim of the present study was to study the goals and contents of the high school curriculum of Group 7 countries and Iran with a focus on the differences and similarities of cognitive and metacognitive skills, which were compared with Iran in order to reach an appropriate model.

The method used in this study is qualitative, seeking to understand a research phenomenon in its usual environment that leads to a deep understanding of the studied phenomenon. In particular, this research is a documentary analytical research with a comparative approach. The statistical population of the research in the first study, which had a comparative approach, includes all documents, printed and electronic texts regarding the curriculum elements of the selected countries. It includes all articles, websites, studies, and research related to the research topic. In the Delphi method, the presence of experts and experts in the subject is emphasized. Statistical sample: In this research, in the first part, after searching the official portals of the countries and databases, all the documents that contain the content of the curriculum elements of these countries have been found. Data analysis in qualitative research is the process of classifying, describing, and combining data. In this section, after collecting the information and data, the contents were separated into 4 components: goal, content, method, and evaluation for each country. Then it was analyzed based on John Stuart Mill's agreement and difference model. The analysis in the quantitative part includes Kendall's coefficient and confirmatory factor analysis with the help of SPSS22 and Amos Graphics version 23 software. Meanwhile, Maxqda18 software was used in the qualitative part and model extraction. All documents were translated by translators from IACTI (Iranian Certified Translators and Interpreters). It must be acknowledged that the process of translating the documents was complicated and difficult due to the different languages and finding the appropriate equivalent in Persian. 212 participants, including secondary school teachers, university professors, and Ph.D. students in the fields of curriculum and education management helped to confirm and categorize the collected information. In the next step, the Delphi method was used to obtain the opinions of experts and reach a consensus about the studied components. With a 5-point Likert style scale 80% agreement was obtained, which was regarded as attaining a minimum acceptable interrater agreement.

This study was motivated by doubts that have been raised about the role of education and human capital in economic development. These doubts come from a variety of vantage points ranging from whether the research has correctly identified the impact of education to whether other institutional aspects of countries might be more important. They also encompass concerns about whether or not we really know how to change educational outcomes, particularly in developing countries. The eight studied countries were divided into two groups for comparison: (a) Group of Seven, and (b) Iran. The objectives and content included in the curricula of these countries were identified, and then similarities and differences between these two groups were analyzed. The results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. Moreover, the results of this research showed that the goals and content of the curriculum of these countries often emphasize the areas of work and employment and are somehow economy-oriented. In Iran, there is not much emphasis on these areas in Iran. Although the principles and teachings of Islam pay attention to work, there is a lack of attention to this issue in the goals and content of the curriculum. It is suggested that there is an emergency need to review the national curriculum in Iran. Taking help from religious foundations in this field, such as paying attention to work and effort in Islam, avoiding laziness, and contentment, paying attention to halal earning and sustenance, etc., is very beneficial and enlightening. Using the fundamentals of Islam only in prohibitions and outward criticisms and only paying attention to prayer and fasting not only makes students evasive but also limits the main mission of religion which enlightens the path of people's lives and can open a way in their social and economic life. Pointing to the fact that the longest verse of the Holy Quran is in the field of economic transactions is one of the examples of the importance of the field of economics in Islam and proof of this matter. The lack of economic attention and cultivating students’ cognitive as well as metacognitive is felt in terms of preparing people for the future, after graduating from secondary education. It seems that it is better for the planners to update and modify the secondary school curriculum in line with economic development and changes in psychological knowledge.

The purpose of the current research was to determine and present some educational requirements based on the concept of moderation in Quranic teachings, depending on the health of the individual and society.

Descriptive-analytical method using library resources with a phishing tool.

It shows that moderation is one of the fundamental concepts in Quranic teachings and although this word itself is not used in the Holy Quran, it is expressed in other concepts and by using these concepts it is possible to present some Educational requirements have been met.

The results show that according to the concept of moderation in Quranic teachings, educational requirements can be presented in the fields of ontology, epistemology, anthropology and values.

One of the main concerns of the current society, which is the foundation for the formation of a healthy and developed society, is the issue of citizenship and education of global citizens. The aim of this study was to develop and identify the components of the content of the curriculum of the elementary course of global citizenship.

This research was applied in terms of purpose and qualitative in terms of implementation method. The statistical population of the present study was 833 articles of all domestic and foreign articles and documents related to the discussion of global citizenship in the period 2010 to 2021. For this purpose, 65 internal and external documents and articles were purposefully reviewed. Library method was used to collect information, and checklist and receipt tools were used. The validity of the study was reviewed and confirmed by experts and the reliability was calculated to be 0.632. This research was conducted by content analysis method in MAXQDA 2018 software.

Findings showed that regarding the components of curriculum content with a global citizen approach, 31 basic themes, 7 organizing themes and 3 comprehensive themes were identified. Inclusive and organizing themes included knowledge components (global literacy and global concepts), value and attitude components (global perspective, global responsibility and flexibility), and skill components (social skills and cognitive skills).

Considering the comprehensive and organizing themes, it is necessary to pay attention to the global citizen, and education should revise the content of primary school textbooks in order to raise children in order to achieve citizenship content

In this study, the presentation of the model of smart school curriculum in Iran in high school has been investigated. The research method was combined and applied research. The findings showed that 4 factors (Huff, content, method and evaluation) are the main elements of a curriculum. What distinguishes it in dimensions is specific to each of the factors that have a facet of creativity, development, development, transformation, flexibility, overcoming obstacles, self-efficacy, participation, integration, etc., which is dedicated to this program. Allows anyone to use the content provided anywhere and for everyone, away from the spatial and temporal barriers of time, with a smartphone or a computer in hand, and in case of ambiguity, ask their question in partnership with the support of teachers. And other students and the use of the vast world of the Internet to put an end to their ambiguities. And to overcome its problems and solve the problems that have arisen for itself, which nowhere else in any educational model has witnessed such a huge dimension of participation and assistance, and smart schools have solved this important issue.

This study aimed to present the model of Farabi’s rational education with an emphasis on practical reasoning. Therefore, Frankna’s deductive model was used and the ultimate goal of Farabi's rational education was found to attain God as the first cause. The mediating goals of rational education in the field of practical reasoning include actualization of the power of reasoning (rationality), realization of the will resulting from the power of reasoning (authority), creation of moral virtues among nations, creation of a moderate personality, and realization of a utopia. The principles of rational education in this field include the principle of readiness, educability (discipline), responsibility (individual aspect), and imperfection of human cognition. The principle of graduality and methods of rational education in this field also include observation, attention to the ability of individuals (giving tasks based on ability), gaining experience, discipline, moral cultivation, cooperation (empathy and cooperation), repetition and practice, and learning wisdom.

The theory of moderation in the field of ethicsis considered one of the interpretations of virtuous ethics.In this perspective, moderation in the Quran is adiscourse. The sublime signifier in this discourse isbalance and comprehensive balance and other floatingsigns are articulated and defined around it.

Collecting the requiredinformation is also a library-documents.

The article aims to achieve its goal with themethod of thematic analysis and interpretation and the useof various coding methods and using the theoreticalframework of Mulla Sadra's Tashkik, which is to examinethe moderation in Quranic teachings in order to preparethe preparations for providing educational requirements.Discussion and

The result of the article is that theeducational attitude of Quranic moderation provides thebasis for the balanced growth of all spectrums of societyand the proper realization of social values.

The purpose of this study is to design a model to promote the programs and activities of the association of Parents and Teachers based on the Iranian-Islamic lifestyle.

The research is a qualitative study using the method of content analysis. To design the model, the data foundation method based on the approach of Strauss and Corbin was used. The statistical population consisted of the faculty members in the field of philosophy of education in Tehran universities in the academic year 1399-1399. In-depth interview was used as the data collection tool that experts were purposefully selected to achieve the research goal and sampling continued until theoretical saturation, so 14 people participated in the interview. From the interviews, appropriate texts were extracted and coded based on open coding, then the concepts were coded axially.

The findings showed that the Iranian Islamic lifestyle includes moral-social, economic, educational and family dimensions. The study of the model also showed that "participatory management of programs and activities of the Parents and Teachers Association, control and monitoring and evaluation of programs and activities of the Parents and Teachers Association" is achieved as a central category based on causal conditions and strategies and leads to consequences. Parental participation of students, promotion of educational activities and expansion of communication between home and school centers.

The results confirmed the adoption of the policies in the association of Parents and Teachers and the establishment of an empowering system of strategies and interactions, purposeful behaviors and activities that are adapted in response to the central category and under the influence of intervening conditions.

The purpose of the research is to validate the curriculum of intercultural competencies of student teachers in Farhangian University.
The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM). The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM).The statistical population of the study included 700 teachers in Lorestan province. According to Morgan's table, 248 people were selected as the research sample. Using a questionnaire in the form of 19 data were collected in this study. Research hypotheses were tested using smart.PLS software.
The results showed that 19 categories of intercultural psychological effects in education, creating a positive attitude towards other cultures, paying attention to intercultural education, paying attention to intercultural subcultures, recognizing cultural differences, and teachers' knowledge of the subject Intercultural, communication skills, mental communication skills, behavioral communication skills, the role of intercultural communication and interaction, the role of upstream intercultural documents, the role of intercultural in class tensions, the role of governance in between Cultural, the role of religion in intercultural, the role of school as a link between cultures, the role of teacher in intercultural, the role of intercultural education system, view of intercultural society, coordination in mental and behavioral skills, in the model of relationships Are meaningful.
By applying the curriculum of intercultural competencies of student teachers in Farhangian University, it is possible to help improve the strengths and skills of student teachers in the subject areas.

The aim of this study was to investigate the rights of citizens based on the ideas of Hassanzadeh Amoli and Seyed Hossein Nasr. The statistical population of the study was all sources, articles, books and specialized sites related to the views of the two thinkers, which were examined using the content analysis approach. The data collection tool was a content analysis checklist to examine and extract the components of citizenship rights, the validity and reliability of which were obtained by experienced professors. Findings showed that from the perspective of Allameh Hassanzadeh Amoli, citizenship rights have components of empathy with God's creation, rights and duties, enjoyment of justice, lawful employment, education, physical and mental health and social health and from the perspective of Seyed Hossein Nasr, protection of nature, Economic rights, rights and duties, women's rights, freedom, human dignity and the right to govern. Therefore, what is important is that these rights should be presented in such a way that the stakeholders and relevant individuals in this field, with perseverance and consistently try to implement these rights and respect them in citizenship management.Research objectives1. Analysis of citizenship rights based on the ideas of Hassanzadeh Amoli2. Analysis of citizenship rights based on the ideas of Seyyed Hossein Nasrresearch questions1. How to analyze citizenship rights based on the ideas of Hassanzadeh Amoli2. How to analyze citizenship rights based on the ideas of Seyyed Hossein Nasr

The purpose of this study was to identify the components of the Iranian-Islamic lifestyle in order to improve the activities of the Association of Parents and Teachers of Education based on the Delphi technique. To identify the components of the Iranian-Islamic lifestyle, the method of content analysis, which is a qualitative method, was used. The statistical population of the study was experts and included all faculty members in the field of educational sciences in Tehran universities in the academic year 2019-2020. Therefore, 15 professors, experts and specialists in the fields of philosophy of education, educational psychology, educational management and curriculum planning were selected using purposive sampling. The research findings showed that according to Islamic sources, the Iranian-Islamic lifestyle includes moral, social, economic, biological and scientific dimensions. Delphi method was used to validate the research model. In the first round, a questionnaire with 65 indicators was provided to the experts. And educators and risk reduction in educational investment were eliminated. In the second stage of the Delphi test, the experts confirmed all the indicators of the model of programs and activities of the Association of Parents and Educators of Iran.

The purpose of this study is to examine the Qur'an's view of the environment in order to develop an educational model. This is a qualitative research. In this study, the researcher first uses a purposeful sample of the Qur'an and valid interpretations of the subject of the environment, then extracts the results and findings from the perspective of the Qur'an by interpreting the environment and presents an educational model. In this study, according to the key role of the two elements of man and nature, their corresponding attributes are extracted from the Qur'an. Subsequently, five normative propositions and five realistic propositions are extracted. Pairs of normative-realist propositions corresponding to each other are then considered as the preconditions of a deductive argument, and five prescriptive propositions as educational principles are inferred from each of these conjugate propositions, which include: Of the world of nature, the principle of establishing an innate connection with the world of nature to understand its purpose, the principle of strengthening the sense of responsibility for allowing nature to conquer, the principle of mentioning the blessings of nature to strengthen the sense of gratitude towards it and the principle of strengthening holistic insight. Educational methods are proposed for the fair use of nature and, finally, for each of these principles. Therefore, it can be expected that the findings of the present study in the form of a proposed model based on practical teachings and methods, can lead to purposeful and responsible human occupation of nature and lead to land development and environmental protection, and also this model should be used by decision makers in the formal education systems of the country and also in the field of public culture.

This study analyzed the artistic forms of religion in Hegel’s aesthetics and its educational implications. First, the relationship among art, religion, and philosophy and their positionin Hegel’s aesthetics were discussed. Then, the artistic forms of religion in Hegel’s aesthetics were explained, and finally, educational implications,which can be used in the educational system,were deducted from the discussion.This study used purposive sampling and Frankena's deductive model.In this model, first, the educational principle was deducted from the ultimate goal andrealistic basic proposition. Then, the educational principle was deducted from the principle obtained from the previous deduction and realistic extensional proposition.The study scope included Hegel's books and other sources and studies conducted on the concepts and theoretical foundations of Hegel’s aesthetics and its educational implications.Findings showed that expressing the most profound intrinsic values of any civilization and revelation of the absolute idea are among the basic goals of aesthetic education deducted from Hegel's views. Achieving these goals involves using such principles as the manner of expressing the intrinsic values of any civilization corresponding to its historical period. The manner of artistic, religious, and philosophical expressions and their relationship with one other play a part in achieving the said goals and principles.Leading man toward perfection and the ultimate truth are among other major goals of Hegel's aesthetic education whose principles are propagation and transmission of religious values, which are achieved through different methods such as using classical and symbolic art forms to express religious values.

In this article, in the framework of an analytical-inferential approach, a conceptual model for environmental pedagogy, relying on the teachings of the Holy Quran is presented. For this purpose, in the first step, from the perspective of the Holy Quran and with reference to authentic interpretations, man as described as a creature with authority, intellect, mettle, possessing collective identity, and intertwined with the physical and spiritual dimensions, and nature with attributes such as the verse of existence, blessing Divine, human resuscitative and purposeful, balanced and symmetric system are introduced. These descriptions subsequently form the basis of an educational model on the environment axis. The components of this educational model include the basic, goals, principles and methods, respectively. Thus, initially, from the same descriptions as mentioned above, five propositions are inferred as a set of educational basics. Then, for each of these five basics, in severance of a purpose, a principle, and one or more methods are presented. In fact, the educational model introduced in this article is based on the correspondence and logical sequence of these basics, goals, principles, and methods along each other. It is expected that, the findings of the present study can be used by decision makers in the formal education systems of the country and also in the field of public culture.

The aim of the present study was to design and validate brain-oriented aesthetic curricula. The present study has analyzed qualitative content analysis method, deductive categorization system, and new and innovative international researches in relation to brain-based aesthetics. The field of research includes all printed and electronic sources. By sequential purposeful sampling method and through fish taking tools, information is collected and analyzed in three stages of open, axial and selective coding, and then the categories of the presentation model. In order to validate and evaluate the fit of the model, it has been provided to a number of specialists in planning, curriculum, neuroscience and educational sciences, and their corrective opinions have been applied in the final model after obtaining the Kappa Cohen agreement coefficient. The results showed that the categories with higher priority and high factor load in these elements were as follows: The target element includes: visualization in learning and strengthening the brain in all activities. Content element includes: description of the function of the cognitive skills of the brain, flexibility of the brain. The element of teaching-learning strategies includes: raising the level of motivation, providing opportunities for thinking. The environment element includes: happy environment, active learning environment, aesthetic environment. The element of evaluation includes: paying attention to individual differences, using continuous and practical techniques. Therefore, according to the agreement coefficient of experts, it can be said that the proposed model for designing curricula can be appropriate in some courses and at certain ages.

Blended learning is the thoughtful integration of online and face-to-face learning, which is widely accepted in nursing education.

Despite its importance and complicacy, few studies investigated this issue. This study aimed to extend knowledge regarding factors contributing to effective blended learning in nursing education.

Following the Attride-Stirling content analysis method, we searched PubMed, Elsevier, Emerald, Science Direct, ProQuest, and Springer databases and national databases of SID and MagIran to identify relevant studies using various combinations of online, semi-online, hybrid, and mixed keywords from 2005 to 2018.

Four main themes were identified, content, context, educational activities, and evaluation. Nine identified organizer themes were as follows: Content objectives, flexibility, control and evaluation, technological capabilities, support system, teaching activities, learning activities, performance feedback, and evaluation methods. Finally, 23 basic themes codes were obtained as factors that should be embedded in the online nursing curriculum.

Blended learning is a rational and flexible method to improve the educational performance of nursing students. However, it should be based on need assessment, appropriate planning and execution, and evaluation and feedback.

The main purpose of this article is to evaluate the Shahab plan in the curriculum of the second elementary course based on the objectives, content and methods. The method of conducting research is qualitative. In order to conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software has been used to identify factors and components based on objectives, content and methods. The statistical population in this study was all experts in the field of education. After the interview, 15 theoretical saturations were performed and all interviews lasted between 60 and 85 minutes. In addition, semi-structured interviews with teachers, experts and instructors implementing the Shahab project in 1399 were conducted as theme analysis (in 7 stages). The results showed that in the first stage of reading the interviews, in the first step of the theme analysis, 74 concept codes were extracted and in the second step, the concept codes became 8 sub-concepts and finally presented in two favorable situations and obstacles and problems.