فهرست مطالب susan keshavarz

Privatizing education has recently been a highly debated topic among policymakers. Privatization of education aims to reduce the burden on government budgets and create a competitive market, focusing on improving the efficiency of resource utilization in teaching and learning. This research aims to critically analyze the discourse surrounding the privatization of education in Iran after the Islamic Revolution, specifically examining the perspectives of both the principled and reformist governments.

The present study adopts a qualitative approach using Foucauldian critical discourse analysis to describe, interpret, and elucidate the nature and discursive elements of education during these historical periods.

Results indicate that the reformist discourse strongly emphasizes public participation in education, consideration of local conditions, and attention to minority groups in education. On the other hand, the principled discourse places greater importance on supporting non-governmental schools addressing local and regional needs, promoting participation, decentralization, and educational councils. These components are less prevalent in rival discourses. Each discourse rejects the previous discourse and accentuates and centralizes its own views and policies, thus strengthening and affirming its own identity.

Post-revolution discourses have not sufficiently addressed all the dimensions and indicators of education privatization in a balanced manner. In most cases, the examined documents adhere to a singlediscourse model and lack interest in incorporating elements from rival discourses.

The philosophy of education as one of the types of philosophies, as the output of human rational activity regarding what, why and how to educate, has appeared in various formats to effectively guide the educational actions and measures of various societies, and personal educational philosophy is one of these manifestations. With this opinion, the personal educational philosophy of a teacher has been mentioned in high-level documents and education policies, but it has not been investigated and researched operationally in Iranian schools. so; This research seeks to analyze the personal educational philosophy of Kangan city teachers in a narrative form. 

This research is of a qualitative type that was conducted using the narrative research method. The research community was all elementary school teachers in Kangan city who were working in the academic year of 1400-1401. From this research community, a semi-structured interview was conducted with 15 of these teachers using the purposeful sampling method until the theoretical saturation of the data. Then, the data was analyzed by thematic analysis method with the help of MAXQDA software, and basic, organizing and comprehensive themes were extracted respectively. For the reliability of the data, the method of agreement between the coders was used, and for the validity of the findings, the method of review by experts was used.

The analysis of the findings showed 10 organizing themes and 21 basic themes. The most important findings of the research were: Paying attention to the components of ethics, self-efficacy, value orientation and creating a dynamic school for the teaching profession, taking into account the educational role (guidance, being a role model) along with the educational role (teaching and instruction) for teachers,seeking happy and conscious life as the results of education, pay attention to the strengths (external and internal) and weaknesses (cognitive, social and psychological) of students in training and create organization-oriented and student-oriented job incentives for teachers. 

Therefore, the research can be understood that by formulating the personal educational philosophy of teachers, while the what, why and how of what teachers do in the classroom is revealed, it also gives us an opportunity to reflect on how to develop the status of teachers. Therefore, teaching teachers to formulate personal educational philosophy can make teachers involved in the development of their own situation.

The aim of the present article is the critical analysis of the discourse of privatization of education in discourses after the Islamic Revolution with emphasis on the discourse of ideological and constructive. For this purpose, some direct statements and some governmental and educational texts and approvals in the two mentioned periods have been studied and criticized by Norman Fairclough’s critical discourse analysis method. As a result from the analysis and interpretation of the texts, these discourses, are somewhat different in terms the privatization of education, political and value positions. Lack of budget, maintaining relations of hierarchical order, centralism, ambiguity and contradiction in opinion and practice, internal and external unrest, limited internal and external interactions, conservatism, dominance and superiority of intellectual and value positions of the upper echelons of the system and as the most important factor and obstacle compared to other cases, including the most significant internal constraints and external barriers in providing the requirements for educational privatization, especially at the qualitative level show the inconsistency of the goals and programs proposed with the real relations and goals of the two discourse.

The present paper aimed at analyzing the peace education components in the discourse of Iranian education documents with a critical view toward the role of dominant political discourses in the presentment of peace and peace education in Iranian society. To this end, the discourse of education documents in elementary school, middle school, and junior high school levels (between 1994 and 2014) were analyzed and questions like the following were addressed:What is the status of the core components of peace education in the discourse of Iranian education documents and what is the discourse prevailing over them? What are the nodal points and antagonistic boundaries of the aforementioned discourses and what role have they played in the presentment of peace education? This paper used a discourse analysis research method to analyze the existing and produced official documents in Iranian education through a critical look. The findings showed that the peace education components have not been introduced to the education documents of this period. Moreover, the introduction of ideas and themes of war, enmity, and hatred in this period’s educational texts has resulted in negative stereotyping as well as legitimization of violence and war in individuals’ beliefs, besides marginalizing peace through creating a cycle of violence. The ideological discourse with a revolutionary fervor was identified as the discourse prevailing over the education documents. Educational discourse in this period has become hegemonic based on the nodal point of religion as well as support for the oppressed. Furthermore, in the results of these analyses, antagonistic boundaries, nodal points, and moments were presented in the form of a discourse model.

Nowadays, manner of education is one of the concerns of society. In this regard, the present study mainly aims at designing a conceptual model of education based on the perspective of Imam Reza. (AS). The research method is content analysis with a qualitative and inferential approach. The study units of this research comprise documents and literature pertaining to the field of education from the perspective of Imam Reza (AS). Based on the research findings, ten bases, five principles and seven methods were obtained that depicted the conceptual model of education. In this education pattern, principles such as observance of God-centeredness, promotion of spirit and motivation, attention to the health of body and soul, ethics-orientation and effective interaction with society were determined. Methods corresponding to principles included recognizing a blissful and purposeful life, method of action-based education, responsible use of nature, understanding the importance of health and physical and mental balance, institutionalization of moral virtues, self-control, and cultivating social identity. Introducing competent educational models and methods of proper upbringing in the family through policy-making in educational institutions namely, the media and reducing the speech-action gap of educational models are among the practical suggestions of this research.

The present authors hold that the current interpretation of transcendental wisdom denotes the journey of the soul from the creation toward the truth while in the later interpretation the reverse is the case for the souls’ journey from the truth toward the creation. To this aim, a descriptive-inferential method is used which shows the later interpretation beyond doubt, the one which is implied in Mulla Sadra but it is presented more explicitly in the thoughts of Hassanzadeh Amoli on self-knowledge. Thus, it can be postulated that Amoli’s thought is the continuation and implementation of the later interpretation of Sadraic thought about transcendental wisdom. Analyses and inferences from self-knowledge in Amoli’s view has resulted in five philosophical principles which are personal unity of being, spiritual subsistence of the soul, and motion of love and creation of perception and unity by inclusion. These principles provide an image of human soul which is different from that of the intensified soul and is depicted by the theory of Discoverance.  The current research is a philosophical explanation of the underpinnings of the theory.

The aim of this study was to philosophically analyze the evolutionary documents of education based on the components of teachers' professional ethics and educational implications. In this research, the research method of conceptual analysis and inferential analogy (Frankenna reconstructed model) has been used. For this purpose, based on 8 basic axes of teacher professional ethics and valid indicators have been calculated; The content of educational transformation documents has been examined and analyzed to identify related descriptive and prescriptive propositions, and then a corresponding pattern consisting of goals, principles and methods of teacher professional ethics has been inferred. The research findings indicate some implications for the goals, principles and methods of teacher ethics. Among the goals of a teacher's professional ethics are: achieving happiness and perfection, cultivating a sense of responsibility, gaining competencies, and laying the groundwork for guiding educators. Some of the principles are: the principle of respect, commitment, competence and patience. Among the methods, we can mention the method of moral modeling, belief in belief, transcendence of existential affairs, and gradualness and continuity. The results of the research show that the evolutionary documents of education are in accordance with the axes of teacher professional ethics and efforts should be made to teach new professional ethics to new teachers.

The purpose of this study is analyzing the position of teacher education in the political discourses that have been formed after the Islamic Revolution of Iran. This research seeks to go beyond mere descriptions and achieving contextual analysis for teacher education in Iran after the Islamic Revolution considering the teacher’s education in discourse approach and through document investigation. Research findings showed that he pervasive discourse of the Islamic Revolution has had a profound effect on teacher education policies. The continuity of religion and politics is the main sign of this pervasive discourse that has caused the influence of divine beliefs and religious understanding on teacher identification in the documents and texts of teacher education policy. Political sub-discourses that formed after the Islamic Revolution also had impacts on teacher education policies. In the constructive discourse, with economic development as a priority, the teacher was represented as a government agent and in the reform discourse, the teacher was seen as an arm for political development. The turning point of teacher’s education policy in the government of the Islamic Republic of Iran is the approval of the Fundamental Reform Document of Education (FRDE). With the approval of this document, the teacher’s education subsystem has been considered as a fundamental element of the education system in a forward-looking and future-oriented perspective and in a strategic position.

Education in the family provides the conditions for human growth and excellence and is the basis of formal and public education. Therefore, the purpose of this study was to investigate child-rearing approaches in the family; From the perspective of the biography of Imam Riḍā (as). This article was conducted using descriptive and analytical methodology, with the aim of detailed understanding of tradition and methodology of Imam Riḍā (as), about rearing a child in the family. For this purpose, those hadiths, narrations and theories have been used, which have direct implications and references to the discussion of educating a child in the family and are implicitly related to the theoretical and practical life of Imam Riḍā (as). In terms of methodology of Imam Riḍā (as), in the three approaches of religious, social and scientific education, some of the resulting categories are: cultivating social identity, dialogue, cultivating a sense of responsibility towards society and nature, and cultivating critical thinking. Analyzing things with the right criteria and the coherence of science and practice are other characteristics of critical thinking. The proposal of this research is to compile a document focused on rearing children in the family from the perspective of Islam. This document is enforceable for the family and the government has a supervisory and supportive role.

These days, one of the most important challenges of human beings concern the provision of a proper condition for peaceful coexistence for people. Islam can provide a solution for this problem. For this reason, the Holy Qur’an, particularly the Al-Mizan interpretation of the Holy Qur’an, have been investigated in this research. Therefore, the aim of the present study is to enumerate the educational implications of peaceful coexistence in the interpretation of Al-Mizan, in order to provide a conceptual model for achieving peaceful coexistence. The research follows mixed approach using different methods to find answers for all of the main questions. Hence, conceptual analysis method has been employed to answer the first question of the research, and to answer the second and third questions, inferential method has been used. The research findings signified six anthropological bases and six value bases for peaceful coexistence in Al-Mizan interpretation. The research also resulted in the identification of the principles and methods of peaceful coexistence in the form of a conceptual model. It indicated that 12 bases, 7 principles and 19 educational methods of peaceful coexistence are related to one another in this model, and signified the path to achieve peaceful coexistence.

he present study, with an analytical study of the elements in the teaching staff of Farhangian University, has compared it with the two faculties of educational sciences of selected universities.The purpose of analyzing the conceptual structure of Farhangian University teacherchr  portfolio and comparing it with selected universities is to examine the strengths and weaknesses.This research was described, interpreted, adjacent and compared based on George L. Bradychr method and the differences and similarities of these statements were examined and analyzed. Conclusion The basic and general structure of Farhangian University teacherchr s portfolio, including educational goals, teaching and evaluation, as well as continuous evaluation of the teaching philosophy statement for continuous and continuous learning, show fundamental differences. , Teaching, applying and compiling a comprehensive guide for students to better and more accurately implement the teacherchr work.

The family is recognized as the first pillar of upbringing and plays an indispensable role in the development of various individual and social aspects of the child. In such a way that the effects of education are evident until the end of life. according to this; Various schools have theorized in the field of education and reform of education issues. In the meantime, some have taken a new approach to family issues. On the other hand, Imam Reza (AS) with the title of Alam Mohammed (AS) has been a practical leader of education.

In this research, with an interdisciplinary view, an attempt has been made to describe the biography of Imam Reza (as) in the family and the upbringing of children with reflection on new approaches; To be studied as a goal. Using descriptive-analytical method; From the type of conceptual analysis, first, the new approaches and biography of Imam Reza (AS) in the family and child rearing have been studied and then the result of applying different orientations in this field has been expressed.

The findings showed that the four indicators of human dignity, social education, respect for human differences and dialogue are among the things that are common in the views of Satir, Minouchin and Imam Reza (AS). In discussing differences; Satir has been content with the flourishing of man, but with an understanding that came from the biography of Imam Reza (AS); He is not satisfied with the flourishing of talents and wants human perfection and excellence. In the view of Satir, the family is introduced as a humanizing factory, but understanding the life of Imam Reza (AS) showed that the family is a place where children grow up based on their competencies and proper upbringing.

New approaches are more focused on the treatment of issues and problems, while in the life of Imam Reza (AS) the aspect of prevention is more obvious. Conclusion It is possible to promote systemic thinking in new approaches with an Islamic approach

Today, with the expansion of the Internet and social media, new educational environments have emerged and expanded the names of social networks which has attracted children and adolescents due to their unique features and capabilities. Because technology is not neutral, children and adolescents with numerous educational opportunities and dilemmas by social networks are faced. Therefore, the purpose of this study is to study the educational bottlenecks of social networks on children and adolescents and providing preventive strategies with emphasizing the educational teachings of the Qurchr('39')an and hadiths. The method of this study is qualitative and descriptive-analytic (qualitative content analysis) and inference of practical analogy. Findings of the research showed; educational bottlenecks of social networks on the education of children and adolescents, including breaking the norm (such as breaking the law, violence and aggression, sexual freedom and the promotion of abusive content, the promotion and normalization of the illegitimate relations of girls and boys, promotion of luxury and extreme consumerism, violating some ethical and religious virtues, routine and stereotypes), addiction to social networks and away from god and violation of privacy. Also, culturalize, Promoting Conscious parental supervision, protect privacy, fill leisure time and emphasize the importance of self-esteem and breeding its skills is a suggested solutions which leads to the study of the Qurchr('39')an and traditions to reduce the negative effects of our social networks.

In this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, economic, and social position of teachers in power structures. These semantic systems include a central signifier for teacher education discourse that other signs being articulated around it. The research questions are: what have been the central signs of teacher education in the governance discourse formed after the Islamic Revolution? And what were the backgrounds of teacher education discourses after the Islamic Revolution? This research is based on Laclau and Mouffe's discourse theory mode through document mining. According findings of the research, the central sign of teacher education in the governance discourses after the Islamic revolution of Iran are: Revolutionary teacher training, teacher training as a government agent, political development of teacher, fundamental reform in teacher education, teacher education as a theoretical and practical model according to the Islamic standard system. The wide discourse of the Islamic Revolution has had a lasting impact on the process of teacher education. Also after drafting the Fundamental Reform Document of Education (FRDE) and the Document of Teacher Education and the Provision of Human Resources in the Formal and Public Education Subsystem, teacher education has been viewed as a strategic position in the education system with a long-term and forward-looking approach.

The purpose of this study is to explain the educational process of Imam Ali based on the six educational areas of the fundamental transformation document in order to provide a model for the Islamic-Iranian lifestyle. Because one of the requirements for the realization of the religious community is the formation of the Islamic lifestyle through the presentation and promotion of a variety of life styles acceptable to and consistent with Islamic teachings. Lifestyle, a way of life, a pattern of action, a set of functions, a way of organizing life, behavioral and material preferences, and a pattern of consumption. The method used is qualitative content analysis. Reflects his attention to all dimensions and areas of education (religious, religious, and moral-social, political, biological and physical - economic and professional fields-The aesthetic and artistic sphere is a scientific and technological field. For this reason, as a good, promising, verb, and narrative, it can be a good model for shaping the life style of a society. According to the suggestion of Kaviani and his utilization from Adler's point of view to provide a prescriptive model for the Islamic lifestyle and corresponding to the livelihood tree trunk, one can come up with different dimensions of education, the type of attitude towards being, the attitude towards He portrayed himself and the attitude toward others in shaping the lifestyle of the Imam's teachers based on his education.

One of the aspects of the Holy Quran’s teachings is that they invite man to thinking so that the man’s path to pure life is paved.
Therefore, this paper evaluate some concepts of thinking in the Quran. In the first step, the dimensions of thought are examined under two axes: ‘thinking’ and ‘its accessories’. The research method is analysis and conceptual interpretation.
The result indicates that the subjects of thinking include earthly creatures, sea creatures, the creatures of the sky, creatures common in sky and earth, history of nations, one’s self, divine book and the nature of this world and the hereafter; Moreover, the accessories of the thinking include accompaniment of thinking and knowledge, having the scientific spirit, ability to evaluate and judge, freedom from the bonds of the social habits.
Furthermore, this study reveals that the dimensions of thinking can influence intellectual thinking of the children if the verse attitude to the universe is broadened, obtaining the knowledge from the original sources is provided, and language and self-recognition skills are extended.

This study aimed to present a theoretical model of educational justice for the formal and general education system based on the epistemological principles of Farabi justice. The research method is qualitative content analysis and deduction (practical analogy). That is, based on Frankna's deductive model, some principles have been derived from the combination of goals and preliminary foundations that can lead to the adoption of educational methods. The population of analysis was the books, commentaries and articles about Farabi's philosophy. These data were sampled purposively on the basis of research categories and were studied in depth. The purposively obtained data were continuously analyzed in parallel to data accumulation. The findings suggest that based on Farabi's epistemological foundations, justice is a natural thing in the pursuit of happiness, derived from wisdom, in favor of  reason, and is a function of general interest. Knowledge sources include sense, reason, and intuition. Types of knowledge include innate knowledge, intuition, rational knowledge, and so on. The areas of truth are knowledge of justice, adulthood and merit. Therefore, in view of the above epistemological foundations, the theoretical model of educational justice can be derived in terms of goals, principles and methods of education. Some of the ultimate and intermediate goals of this pattern are to reach the community of justice, general prosperity, virtue, and measuring people in terms of justice, rather than vice versa. Some of the principles of this pattern are: Attention to individual talents and competencies, balance of powers and avoiding extremes, rationality, informing, affection, and lack of personal and subjective look to justice. Some of the methods of this model are: method of equal distribution of facilities and resources, method of fostering talents, method of fair establishment of foundations, method of fair sympathy, and method of legitimacy in the implementation of justice. All the goals and inferred principles and methods take into account the challenges that exist in the formal education system.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

The purpose of the research is to compare the epistemological foundations based on the views of Motahari and Javadi Amoli. The comparative method has been used to extract the differences and similarities between epithetic foundations of Motahari and Javadi Amoli. The findings of the research indicate that both thinkers have the same views about the possibility of knowledge, and, in accordance with Javadi Amoli's criteria for the truth of knowledge Motahari, have suggested that they are in accordance with Allah. Also, according to Motahhari, the sources of knowledge are: nature, reason, heart and history, but from the perspective of Javadi Amoli, are: sense, reason, refinement, book Monir and revelation. In addition, the means of knowledge from the perspective of Motahari are: sense, argument, and cultivation of the soul, but from the point of view of Javadi Amoli are: sense, imagination, ambiguity, reason and heart. From Motahari's point of view, the types of knowledge are: acquired knowledge and personality, general and detailed knowledge, and so on. But the types of knowledge from the perspective of Javadi Amoli are: host sciences and guest sciences, non-educable sciences and educable sciences. From the perspective of Motahhari, the levels of cognition are: sensory, imaginary and rational recognition. But the stages of recognition for Javadi Amoli are: observation, various assumptions about observed objects, returning to nature, testing the hypothesis, and returning to mind. Comparative analysis,

The main aim of this research is to elucidate the tradition of Imam Sadegh in order to present appropriate lifestyle since one of the requirements of the actualization of religious society is the formation of Islamic lifestyle through presentation and propagation of reasonable lifestyles based on Islamic teaching. Lifestyle represents the holistic orientation of values, norms, tendency, and the behavioral manifestation of the society. The methodology used in the research is qualitative content analysis; the findings revel that Imam Sadeg has paid attention to all aspects of education (belief, worship, moral, social, political, biological, physical, economic, professional, aesthetic, artistic, scientific and technological side). Such comprehensive consideration can be used a OSVEH HASANEH and his words and actions can be a good model in formation of public lifestyle. In accordance with the suggestion of Kaviani and his resort to Adler's prescriptive perspective on Islamic lifestyle as well as in accordance with the pivot of tree stem of lifestyle, the Imam's views such as attitude toward life, self, and others can be sued in the formation of the lifestyle of the candidates.

The aim of this article is elucidation of the philosophy of resurrection believing from educational perspective, based on Quranic verses in three pivots of nature, necessity, and aims, principles and methods. To this aim, the methodology used is the philosophical analysis and inferential. The introduction of resurrection believing through reasonable progressive analysis based on Quranic verses has been elucidated. The methodology used is deductive and the results show that the two descriptive and prescriptive propositions have been extracted based on educational principles. Overall, the basic elements of nature of resurrection believing are mindfulness, nature-dependency of human, certainty and believing in mortlaity of the world, continuity of human life; the aims of resurrection believing are elevation of wisdom and its manifestation in in all the affairs, emergence of the right vision to worldly life, and responsibility, faith along with intellect, return to self, knowledge giving, continuity and avoidance. The ways to get to these are questioning, problem solving, brainstorming, mentioning, cooperation, modeling, admonitory and preaching.

Since human being is a complicated creature, training and educating him is no easy task. Therefore, God has sent the Holy Book, Quran, the prophets and the Imams for the sake of an ideal, true and full-scale training and guidance of human beings. After the victory of Islamic Revolution and the establishment of Islamic government in Iran, a special status was granted to the education and training based on Islamic doctrines, and some formal and informal institutions – the formal institution of education Ministry, inparticular – took on the responsibility for this seminal task. Educating divinely-educated individuals in concordance with Islamic standards is considered the fundamental task for the education system of our country. This specifies the status and the role of religious education and training in the education system. Thus, the authorities are responsible for preparing the ground, with complete awareness and full insight, for achieving this important goal, to realize the ideal conditions for training a faithful and pious generation. Considering researches conducted on the current situation of the religious education in the formal education system, the present article investigates the issue from different viewpoints of planning, content, method, and evaluation. Then, some mechanisms have been proposed for creating an evolution and approaching the ideal situation.

The future is a concept which thinking on it is necessary and fascinating for all. Individuals would like to know: how destiny of world will happen? What purposes and plans should human has for the future? Due to available development in various arenas, will human reach to justice, security and welfare? How current occurred events and situations can be utilized for providing future activities with the quality? Today, understanding the future and making a realistic visualization from it seems necessary. Since God, the resourceful and aware, has prudently designed the world, he has admittedly provided human with futuristic landscapes, leading him to a light road. Therefore, familiarity with such landscapes and acquiring right knowledge about them can play a fundamental role in orientating and qualifying insight, attitude, tendency, activities and behavior of human. Hence, the present writing aims firstly to identify concepts mentioned in Islam lessons which they indicate concept "futurism" explicitly as well as tacitly and then, explain their educational impacts on individual and social aspects.

Paying attention to Islamic epistimology is one of the necessary approaches in Islamic society. To fulfill this approach, it is necessary to provide the methodic and rational foundations and through these foundations the Muslim's rational structure to be rebuilt. Since the education system takes on an importance and effective role on formation of the young generation personality, it can be assumed as the startpoint of rebuilding the Muslims rational structure.The book "Wholeness and Sanctity in Islamic Education; an Islamic outlook" written by Dr. Zahra-al-Zira is one the endeavors made in this field. The author in her book is to present the wholeness attitude and emphasizes on oneness of God as the basic belief of Islam and suggests teaching programs model according to "Wholeness theory".The author has put emphasis on the phenomenology as an effective research method in Islamic model and believes that through this model some non-integrable dualities such as: matter and reality, God and human, vriable and constant, Individual and social, rational and intuitive, theorical and practical, doer and patient can be solved.The discussions of this book have been based on a dealetic method and also creating an integrated imagination of epistemology which leads human to an integrated understanding of God, univers and human.