سند تحول بنیادین آموزش وپرورش

One of the most critical aspects of children’s education is cultivating their minds and fostering their ability to think critically and distinguish right from wrong. Furthermore, one of the responsibilities of both the family and the state concerning children is to provide an environment for their spiritual development. Nurturing thinking and creativity in education aims to create the conditions for a profound, comprehensive, systematic, holistic, and future-oriented transformation rooted in revealed teachings and Islamic knowledge while aligning with Islamic-Iranian culture. Based on the Fundamental Reform Document of Education, this study explores the foundations of cultivating thinking and creativity in children.

 The research method is qualitative, employing thematic analysis. The analytical community in this study consists of written documents and records of the education system in the Islamic Republic of Iran, including the theoretical framework of the Fundamental Reform Document of Education. Data analysis was conducted through coding using MAXQDA12 software, followed by qualitative content analysis to present a conceptual model.

The findings indicate that in Islamic philosophy, which underpins the Fundamental Reform Document of Education, the ontological foundations of thinking focus on unity, the capacity to be guided, the cause-and-effect system, and the coherence of the universe. The anthropological foundations emphasize the pursuit of perfection, justice, freedom, and human identity. The epistemological foundations center on the quest for knowledge, understanding one’s and others’ situations, reasoning, thinking, and awareness of the limitations of human cognition in nurturing thinking. The axiological foundations focus on the goodness of actions and agents, true human freedom, and the love of beauty. The cultivation of thinking and creativity in Islamic philosophy and in the Fundamental Reform Document is built upon these principles.

Based on the findings, the conclusion is that in the Islamic education system, developing students' creativity should be based on the established principles

The main purpose of this study is to identify the administrative barriers in the field of aesthetic and artistic education of the Fundamental Evolution Document in education, based on the Fullan model (2007). The field of artistic education has been forgotten and neglected, despite the tremendous impact it can have on morale and, consequently, on the learning of learners and even their educators.This research project is the "combined" type (simultaneous test). The study population included two independent groups of curriculum and education specialists (in the qualitative section) as well as primary school teachers (in the quantitative section). The sample size includes 12 curriculum and education specialists and 120 primary school teachers .The sampling method in the first part (qualitative) is theoretical and purposeful method and its tools include semi-constructed and unstructured interview and in the second part (quantitative) it is "purposeful and preferable" and the research tool includes a 30 questions researcher-made questionnaire. Quantitative data analysis involves the Wilcoxon single-sample and Friedman tests to rank the Barriers to the implementation of the Fundamental Evolution Document based on the components of the Fullen model. Qualitative data analysis was also performed using the seven-step )Colaizzi, 1987) method. The results of the study confirm the gap between the designers of the Evolution Document and its implementers in schools, which, in addition to other existing administrative barriers,contributes to the inefficiency of the Fundamental Evolution Document in the implementation phase.

Among educational philosophies and approaches, the social reconstruction philosophy with a futuristic approach can be helpful in overcoming the challenges that Iranian education will be facing in the near future, as it can predict the future based on the rapid developments and changes occurring at present. From this perspective, a positive outlook on the future can help clarifying the goals and orientations of a society. Alvin Toffler, a futurist, has a comprehensive and multidimensional look at the future of the world with implications for educational systems. To clarify the extent to which the future of Iranian educational system, as portrayed in the Islamic Republic’s developmental plans, meets the demands of this perspective, a content analysis of related documents, especially the Fundamental Reformation of Education Act, was undertaken. Results show that in these documents extensive emphasis is put on finding meaning, correct knowledge of values, and strengthening family, while a futuristic look at strengthening personal capabilities such as thinking skills, decision making capability, media literacy, and the teaching of environmental skills is absent. Furthermore, future cultural necessities such as pluralism, cultural differences, and citizenship education need to be emphasized further.

The aim of this study was to investigate the effect of the philosophy for children curriculum on the cognitive skills of the students, concerning the components of the economic education of the Iranian education transformation document. It was a mixed methods study, and also it was an applied one. The quantitative section of the study was quasi-experimental with the pretest posttest design. The statistical population consisted of 60 first-grade high school female students from all Behnamir city high schools who were randomly assigned into control and experimental groups. The research instrument was a researcher-made questionnaire and its validity was confirmed by Cronbach's alpha (0.808). The treatment consisted of ten teaching sessions (each session was 70 minutes) in which there was reading and discussing Old Persian fables and its results were compared with the pretest data. The qualitative section of the research was carried out using the semi-structured interviews with 20 members of the experimental group. The data of the quantitative section of the research were analyzed by descriptive and inferential statistics (Kolmogorov-Smirnov and F-test for two independent groups and analysis of covariance). In the second section of the study, Mayring’s qualitative content analysis (deductive categorization approach) was used to interpret the interview data. The quantitative and qualitative results demonstrated that the use of the philosophy for children curriculum has a positive and significant impact on the cognitive growth of the high school students in terms of the components of the economic education. Thus, the aforementioned curriculum could improve the cognitive skills of the students in the economic education respect.

To construct a model in which competencies expected from female high school students are outlined, from among all experts in psychology, education, Islamic studies, and Islamic counseling working in Tehran high schools, 18 were  initially and purposefully selected and then interviewed extensively on the topic. The sampling and interviewing continued to the point of saturation. Content analyses of the responses yielded five main categories and 22 subcategories in which competencies are categorized. The main categories consist of the following: religious outlook and training, human identity and benevolence, physical/psychological health, skills and capabilities, and morality and moral behavior. A perusal of the Fundamental Reform Document of Education revealed that much of the competencies outlined by the experts in this study match those mentioned in this document. Hence, the findings can be used in implementing the reforms outlined therein.