تعلیم وتربیت

From a humanist viewpoint, human reason elevates people above all other beings, positioning them at the pinnacle of the hierarchy and endowing them with rights. In posthumanism, however, the focus shifts away from humans as the center of the universe and questions their absolute control. This perspective challenges traditional hierarchies, highlighting the interconnectedness of everything throughout the world. By exploring the relationships between living and non-living entities, we can gain a deeper understanding of the universe. Posthumanism draws on the ideas of French philosophers Deleuze and Guattari, along with the theory of non-representation. Essentially, this perspective suggests that humans are part of a complex web of relationships with both living and non-living beings. The concept of non-representation emphasizes that it's not about how accurately we depict the world; instead, the focus is on how our experiences, emotions, and interactions with our surroundings, as well as with other humans and non-humans, are formed. Posthumanism indicates that a new paradigm is developing in humanities research, where the significance of matter, objects, and their roles in the research process is increasingly recognized. Barad suggests that in this paradigm, humans are not just causes or effects; they are integral parts of a world that is constantly evolving. This study, initially, aims to explore and clarify what post-humanist research is, and then, to examine how this kind of research is applied in the field of education. 

Considering the nature of this research, the approach taken will be both descriptive and analytical. Initially, the description, explanation, and analysis of post-humanism will be discussed. This will involve exploring the roots and foundations of this perspective, how this thought has developed, and the contexts surrounding it. Diverse data will be gathered from relevant sources, particularly primary texts and expert opinions in the field, along with a detailed description of posthumanism and its research methods. Next, the focus will be on posthumanism in education, aiming to describe, analyze, and clarify it. This part of the study will take the form of critical philosophical inquiry, with key goals including reducing ambiguity, enhancing understanding, and improving educational practices. Generally, this type of research aims to clarify and make concepts accessible to audiences, ultimately contributing to the advancement and enhancement of educational practices. Following the description, analysis, and clarification, various aspects of this approach and how it can be applied in education, considering both its strengths and weaknesses will be critically assessed.

At the heart of post-humanist education lie several key principles. This paper explores two vital tools for conducting this type of research: interviewing objects and observing their actions, as well as recording events. Interviewing objects is one of the primary methods in post-humanist research. This concept has two interpretations: the first involves directly engaging with the objects themselves, while the second pertains to interviewing humans while taking into account the presence and role of objects. The first interpretation is particularly relevant to digital objects and technologies, but this paper suggests that it aligns more with the idea of observation than with traditional interviews. The second tool involves closely observing how objects act and documenting events. This approach is significant in post-humanist research, especially in education, as it emphasizes the careful study of objects and their roles in different contexts. In humanist frameworks, objects are often viewed as passive beings without any real agency, leading us to overlook their potential contributions to research and knowledge creation. In contrast, the post-humanist perspective recognizes that all objects can exhibit some form of agency and can influence our actions and thoughts. Some researchers in this field frame the observation of object actions and the interactions between humans and non-humans within an ethnographic context, using terms such as materialist ethnography and post-humanist institutional ethnography.

In general, the post-humanist focus on the blurry lines between humans, animals, objects, and technologies raises concerns about the potential erosion of distinctly human traits like consciousness, creativity, and moral reasoning. The concern is that by merging these boundaries, posthumanism might weaken the unique status and moral standing of humanity. When humans are placed on the same level as other beings, it risks diminishing their status and could lead to a loss of their special dignity. If humans exist within a complex web of material, discursive, and technological influences, then the notion of education as a means to cultivate individual skills and autonomy becomes challenging. The emphasis on materiality, technology, and the world beyond humans in posthumanism may overlook the crucial social, cultural, and political aspects of education. Since post-humanist research often centers on the relational creation of knowledge with material objects, it primarily examines the relationship between humans and non-humans. As a result, the unique interactions among humans and the dynamics between students and teachers are frequently overlooked. This neglect can complicate our understanding of the educational process and its various dimensions. Additionally, it's important to note that many studies on post-humanist topics are abstract and theoretical, which may hinder their application in real-world contexts to tackle pressing ethical, political, and social issues.

Revolutionary education of Iran is a part of society and a representative of a complex social system and discourse and Farhangian University seeks to educated efficient human resources and revolutionary teachers. Therefore, the purpose of this study was to identifying the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach.

This study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in the qualitative section was the professors of Farhangian University in West Azerbaijan province, which according to the principle of theoretical saturation number of 13 people of them were selected as a sample with the available non-random sampling method. The research population in the quantitative section was the professors of Farhangian University in West Azerbaijan province, which number of 234 people of them were selected as a sample with the total sampling method. The research tool in the qualitative section was a semi-structured interview and in the quantitative section was a researcher-made questionnaire, which whose psychometric indicators were confirmed. The data of the qualitative section were analyzed with thematic analysis method in MAXQDA version 10 software and the data of the quantitative section were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS version 26 and AMOS version 21 software.

The results of the qualitative section of this study showed that the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach have thirteen sub-themes in three main themes were included emotional goals (with four sub-themes of driving excellence and progress, aware and knowledgeable to the revolution and revolutionary education, beliefs transfer and Islamic ethics virtues), cognitive goals (with four sub-themes of recognizing the values and ideals of the revolution, fostering Islamic beliefs, reviving Islamic civilization and familiarity with the concept of justice) and skill/performance goals (with five sub-themes of creating a visible change in student behavior, launching the dialogue of civilizations, strengthening people's tendency towards independence, strengthening the skill of participating in group discussions and familiarizing with the strategies of searching scientific texts. The results of the quantitative section of this study showed that the factor load and average variance extracted of all factors were higher than 0.50 and the Cronbach's reliability of all of them was higher than 0.80. Also, the model of the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach had a good fit, and in this model and according to the path coefficients all thirteen factors had a direct and significant effect on the goals (P<0.01).

The identified characteristics for the revolutionary education curriculum goals in Farhangian University with a foresight approach can help experts, officials, managers and planners in designing and implementing programs to improve the curriculum goals of the educational system.

While emphasizing that man is a cultural being and all aspects of his life are affected by culture, with an interdisciplinary approach, this article investigates what, why, dimensions and components of education from the perspective of cultural anthropology and the need to pay attention to such an approach in Educational systems aim to gain comprehensive and favorable knowledge and understanding of humans and then plan for them The article was conducted with a qualitative approach and inductive content analysis method and answered questions such as what is meant by cultural anthropology and what are its basic components? And what are the considerations of cultural anthropology in education and what are the characteristics and components of education from the perspective of this approach? makes it the face of his efforts. The findings indicate that cultural anthropology, having a holistic, comprehensive and internal view of man and his issues, looks at the world from his perspective and has new insights and a more accurate description of what happens inside and outside of him. provides Cultural anthropology, by considering culture as a software of the mind that can be effective in the way a child encounters school education, believes that by having a cultural view of education, many human affairs that we think are problematic or have a wrong understanding of them, are correctly It will be investigated and resolved and even dissolved in many cases. In this way, it will facilitate, make meaningful, deepen the learning and change the perspective of those involved in issues, methods, contents and other effective factors in education.

The aim of this research was identify the dimensions and components of promoting teachers' motivation in the education process.

The type of research based on the purpose was applied and based on the implementation method was exploratory from type qualitative. The research community was the documents and texts of promoting teachers' motivation in the education process and the experts and researchers in the fields of educational sciences of Tehran city in 2019 year. The research sample according to the theoretical saturation principle was 15 people who were selected by purposive non-random sampling method. Information collection tools included taking notes from documents and texts and interview with experts and researchers. Data were analyzed by open, axial and selective coding methods in MAXQDA-2020 software.

The findings showed that t the dimensions and components of promoting teachers' motivation in the education process had 86 indicators, 8 components and 3 dimensions. The organizational dimension had three components of management and coworkers, work environment conditions and performance appraisal system, the social dimension had three components of social relations, social responsibility and social status of the teacher and the individual dimension had two components of personal characteristics and immaterial goals of teachers.

According to the identified dimensions and components of promoting teachers' motivation in the education process, planning are essential to improve teachers' motivation by promoting the components of management and coworkers, work environment conditions, performance appraisal system, social relations, social responsibility, social status of the teacher, personal characteristics and immaterial goals of teachers.

The development and promotion of cultural issues or in modern terms "education" in Iran has a longstanding history. Signs of this history could be tracked in ancient Persian texts like Avesta, ancient inscriptions, and other prose or poetry remaining from ancient times. Even though these scientific bases were the targets of many attacks by different groups looting enormous parts of intellectual and cultural manifestations of this country; but there were always caring people who have tried to prepare the path of intellectuality and culture and add to its popularity and prosperity. After the establishment of "Dar-ol-Fonoon" in 1268 AH. Efforts were made to establish other schools around Iran. The first efforts made by Mirza Hasan Tabrizi known as Roshdiye in 1313 AH. to establish modern schools in Urmia and Tabriz were unsuccessful due to the negative perceptions of people about modern schools. However, he finally established a modern school in 1315 AH. Eleven years after that Ibrahim Khan Shokatol Molk Alam, thought of establishing a modern school named Shokatiye in Birjand but because of indifference and opposition by the people his plan was not welcomed as he hoped it would be. Evidence shows that two years after the establishment of the school Sheikh Mohammad Bagher Gazari and Sheikh Hadi Hadavi sent their children to Shokatiye and monitored the curriculum and exams of the school themselves. This action created a better picture of the school among the people and people from near or far away towns and villages started sending their children to Shokatiye as well. This article tries to introduce some of the characteristics of contemporary scholars and their role in promoting the Shokatiye school.