راهکارهای برون رفت

The purpose of this research was to explain and critique the causes of indoctrination in formal and informal education systems and to offer solutions that are compatible with Islamic culture. To do so, it was utilized philosophical conceptual analysis and interpretation (reviewing the context or registering of concept, and analyzing based on the contrast concepts) as well as transcendental analysis methods. The results indicated passive teaching methods, indoctrinating contents, and misuse of education are the influential factors on formation of indoctrination in formal education. While in informal education culture, family, passive acceptance of criteria and also psychological factors influenced on formation of indoctrination. Active teaching methods, student-centered content, and citizenship education are the solutions that would reduce indoctrinating oriented in formal education. To avoid indoctrination in informal education following solutions are offered: cultural moderation, family education, criteria recognition in this domain and paying attention to psychological self-awareness and self-discovery.

According to the faculty members of the Islamshahr Islamic Azad University, one of the structural approaches of the Country Higher Education in the field of humanities and religion is an analysis of the effective deterrent factors on the Theorizing Seats, scientific critique and debate, and identifying and prioritizing its solutions. Using descriptive-survey method, this paper has studied the entire faculty members of the university, considering that 174 of them were selected randomly by the Stratified Sampling method as the sample group. Required data were collected through a researcher-made questionnaire with a reliability of 0.89 based on Likert scale 5. Data analysis based on single-group Z inferential tests and single group analysis of variance (F) showed that, respectively, cultural, administrative-structural, factors related to policy making of the theorizing system, providing research service’s methods and motivational factors have a deterrent role in theorizing; however, the inhibitory intensity of the various studied factors is not statistically significant with 0.99. Providing stronger scientific-research privileges for the professors and compilation of a comprehensive agenda of the Theorizing Seats are respectively the most effective solutions to overcome the obstacles.

This study aimed to assess research barriers for educators and its related solutions. This is a descriptive survey study. Statistical population was middle school teachers in district 2 of education and training organization in Qom (Iran). 97 educators were selected through random sampling. Data collection was done using a researcher-made questionnaire (its reliability was 0.87) based on a five point Likert scale. Data analysis was done through descriptive and differential statistics (X2 test, one-sample Z-test and ANOVA). Results showed that cultural, individual (technical and specialization) factors, method of presenting research services, administrative-structural and motivational factors were preventive factors affecting educators’ research performance. In addition, the most frequent barriers were lack of team working in research performance, lack of institutionalized culture in the field of research, lack of authorities’ attention toward educators’ research. The most important solutions were to allocate some educators’ time to research, and to pay attention to their earning. There was no significant difference between different barriers