دیویی

The purpose of the current research is to explain the situation of education and training, which has been investigated and studied from the perspective of John Dewey and the theoretical foundations of the fundamental transformation of Iran's education system.

George Brady's comparative research method, which includes four stages of description, interpretation, comparison, and comparison, has been used. The primary source of information collection is the writings of John Dewey and the theoretical foundations of the fundamental change document, and the secondary sources are the articles that have been explained and investigated on this issue.

The findings of the research show that; The philosophical antecedents of situation orientation in education and training are based on John Dewey's view based on the rejection of any pre-determined basis and rule, the position implies a general and comprehensive matter, which is of intuitive understanding and cannot be explained by reasoning, but the situation in the basics The theory of the transformation document is subject to criteria and is not based on pre-determined rules in the process and results, and in fact, it draws a unified and monotheistic vision in a situation-based pluralistic process for education. The theoretical foundations of the transformation document are It seeks the connection between the making,finding and geing situation. The common point in Dewey's point of view and the theoretical foundations of the transformation document is the rejection of any presuppositions and predicted rules, as well as attention to the holistic view of the concept of situation, but what can be pointed out as a point of distinction and difference is the theoretical foundations of the transformation document. It has a trans-situational, unitary and monotheistic approach, also the situation is subject to criteria in the basics, but John Dewey's view lacks a trans-situational view and is enclosed in the empiricism approach.

According to the results presented in the comparative study of the situation from the point of view of John Dewey and the theoretical foundations of the document of transformation, at the end of the article, references were made for the education system of Iran.

Judging whether moral decisions are rational or not is one of the important concerns of moral philosophy and is one of the most important issues of educational philosophers. John Dewey has been the theorist as one of the most influential twentieth-century educational philosophers in this field. By designing the theory of "dramatic rehearsal," he explains how human reflects on ethical situations, and subsequently outlines his point of view on moral education and the expression of its most important components. In this research, by analytical-critical method, we review and critique Dewey's view from the perspective of Allameh Tabatabai. The results show that Dewey has focused on the natural needs of the practice of acting in the practice of ethics, and has commented on good cause in making decisions about moral action. While Allameh Tabatabai, with the design of the theory of practical credit, has taken into account both natural needs and innate needs in the practice of ethical action, he has also considered the good cause and the current goodness in deciding whether to do moral action. And (in the educational sector), there are three critique of Dewey's view from the perspective of Allameh: 1- Dewey's material and terrestrial view of ethical education 2- ignoring the element of innate as one of the necessary conditions for moral education; and 3. not paying attention to the element of faith as one of the important components of moral education.

The purpose of this study is to explain the dimensions and components of art and aesthetics based on Dewey's ideas. The research method was document analysis and the analytical corpus included 10 Dewey's works related art and aesthetics and the measurement tool was a researcher-made check-list. The findings showed that art and aesthetics included dimensions such as: feeling, morality, unity, self-awareness, imagination development. Each one of these dimensions is composed of components that feeling with 11 components; unity with 10; morality with 10; self-awareness with 9; totalitarianism with 9; imagination with 8 respectively, have the highest to the lowest focus. Also, in the dimension of feeling, expressing emotions with 8 and cultivating attitudes and desires with 3; in the moral dimension, humility with 6 and sacrifice with 3; in the dimension of unity, integration with 7 and the relationship of the subject with the direct experiences of life with 3; in the dimension of self-awareness, recognizing one's ability with 6, abundance and caring for oneself with 3,in the dimension of totalitarianism, wholeness with 8 and comprehensiveness with 3, had the highest and lowest frequency, respectively.

The present study aims to critically analyze and study artistic education with regard to the ideas presented by John Dewey. To this aim, the research method of critical philosophical exploration were employed and the target corpus included all sources including books, articles, and research studies related to the presented subject. The research samples were purposefully selected and the data were gathered through a list of collected notes and information which were later analyzed by verbal, visual and logical inference. Dewey's point of view was critically examined according to the educational viewpoints of Eisner, Greene and Allameh Jafari. According to the research findings, artistic education and aesthetics in ideas of Dewey is based on the aesthetic experiences, with a purpose of artistic education to gain the capacity to achieve aesthetic experiences, experience-based content, and problem-solving training method and also based on an attitude to explore and its evaluation is process based. Aesthetics is something that we can experience, and Dewey’s artistic education involves several implications for education.

The purpose of this article is to examine different approaches to the philosophy of education and try to reconstruct its role and function according to John Dewey's pragmatic ideas. This study is a philosophical reflection, and the authors have tried to reconstruct the relationship between philosophy, educational practice, and the philosophy of education based on the views and ideas of John Dewey. Based on this approach, the relationship between philosophy, education philosophy and educational practice is a dialectical one. any educational philosophy, when implemented and becomes an educational action to solve educational problems in the context and educational situation, is subject to re-examination and reconstruction from the path of educational philosophy. in this article, by identifying "micro" and "macro" types of educational philosophies, it has been shown that both of them are based on the realities of educational practice and derived from the context of education. In addition to philosophers, educational philosophers in academic and research settings, teachers and educators also need to philosophize and reflect on issues in their field of educational action.

The purpose of this study was to explain the foundations of political and social education in John Dewey and Motahari's thoughts in order to develop a citizenship model. The research method was applied in terms of purpose and data extraction was exploratory mixed method. The statistical population of this study included all the experts in the qualitative part of the study including education experts, among whom 17 were selected using purposive sampling. Also, in the quantitative part, the statistical population of the study consisted of all teachers of social studies and sociology courses in Bandar Lengeh city (150 persons). Using Morgan table and stratified random sampling method with proportional allocation of 108 people selected as sample size. Were. The required information in the qualitative section was structured through deductive content analysis and structured interviews and in the quantitative section was assessed using a researcher-made questionnaire. Face and content validity and Cronbach's alpha coefficients were used to determine the validity and reliability of the questionnaire, respectively. Face and content validity were confirmed and the reliability was 0.84. The set of findings from the qualitative section was reported in four general categories: Motahari political and social ideas and Dewey political and social ideas and 19 components. Structural equation technique using pls software also showed in the quantitative section, the above mentioned components are 0.95 significant higher than the value of 1.96, so the result of the thesis indicates that the ideas of Motahari and John Dewey imply Important for citizenship education.

The purpose of this study is to compare the educational implications of aesthetics from the viewpoints of Allameh J’afari and Dewey to achieve a deeper understanding of the art and aesthetics and various aspects of aesthetical training. This is a theoretical research, which employs conceptual analysis, training and adaptation. Comparing the views of Ja'fari and Dewey on esthetics, this research tries to identify their educational implications and to distinguish their views in this regard. Regarding this goal, the fundamental question of this research relates to the similarities and differences between the aesthetical educational implications of J’afari and Dewey. The results indicated that both scholars have a common view in asserting the necessity of aesthetic education. In terms of the definition of aesthetic education, they both consider art as including aesthetics, and aesthetical education much broader than artistic education. Dewey considers aesthetic education as a meta-curriculum phenomena in nature, which is different from the prioritization of religious and ethical education in aesthetical education in J’afari's view. Both scholars share the final goal, the promotion of the interests of aesthetic traits, and intermediate goals including the fostering of innovation, creativity, and imagination, but they present different ideas in terms of growth. In the issues relating to instructors, pupils, and curriculum, despite sharing some views, they present quite different views regarding the relationship between man and God, and the origin and destination of the universe. In the issues relating to teaching methodology, both acknowledge considering the intentions and requirements of the pupils and orientation of the methods towards discovery and search. However, in addition to question orientation, J’afari takes into consideration the methods that regards the universe as verses indicating the existence of God.