جستجوی مقالات مرتبط با کلیدواژه « Social education » در نشریات گروه « علوم تربیتی »

This research was conducted with the aim of analyzing the content of the social education books of the secondary school in terms of paying attention to the educational components mentioned in the 31st letter of Imam Ali. In this research, quantitative content analysis method was used in order to analyze the social studies textbooks of the first secondary school. The statistical population of the research was in the content analysis section of the social studies textbooks of the first secondary school, and the entire population was examined in order to collect and analyze the findings. The data collection tool was the content analysis list of books based on the educational components of the 31st Letter of Imam Ali, which was compiled after studying the theoretical foundations and its validity was determined by experts. The unit of analysis was the sentences included in the text of textbooks. The results of the content analysis showed that the amount of attention paid to the educational components of letter 31 of Imam Ali in the seventh grade social education book was 20.95% and the amount of attention paid to the educational components of letter 31 of Imam Ali in the social education book It was 6.68% in the 8th grade and 4.80% in the 9th grade book. In total, in the reviewed books, the average amount of attention paid to educational components was 10.14%, which was a sign of weak and little attention paid to the educational components of Letter 31 of Imam Ali.

The aim of this research is to provide a conceptual framework of social education. For this purpose, the systematic review method has been used. In the stage of data collection, in the first step, a search was made with the keyword of social education in four reputable and famous domestic databases in the humanities (Ganj, Human, Jihad Academia and Alm-Net) and the number of 784 research works was found. Related (theses and articles) were identified. In the next step, 61 works were selected by examining the researches in the framework of certain criteria during a systematic process. In the data analysis stage, firstly, using the scope study method, the selected researches in social education were described and categorized, and the volume of studies and the main themes of the subject area were shown. After that, the conceptual network method of information, which is a combination of various types of research, was used, and as a result, four general components in social education were obtained, which are: "Human relations based on divine ethics" with two indicators of  justice and benevolence. "Compassionate encounter with cultural intellectual heritage and social issues", "right-oriented consensus", "social participation", each of which has sub-components in the three domains of "cognitive", "motivational" and "behavioral", and their relationship is also displayed in a model.

The aim of this paper is explaining the social education concept in childhood based on the Islamic theory of action. For this purpose, the concept development method is used. Therefore, the prevalent controversies in childhood social education are faced with the Islamic theory of action, and the position of this theory in these controversies is reviewed. After delineating the position of this theory in the continuum of these controversies, it is revealed that this theory according to two statements “two-face identity” and “interactional development “, has the necessary premises to enter the social education discussion and conceptualization about it. The result of this paper showed that the concept of social education in this theory surpasses the society and the individual and is related to a higher concept and formed regarding to centrality of "right and truth". In this case, the definition of social education in childhood in this theory is preparing a situation for the child to have "right-based interaction". On the other hand, in this definition, we can emphasize the social accompaniment of a child. Considerations as a symmetrical interaction with peers, asymmetrical interaction with adults, interpretation of the past and future about “social role creation” and “ current meaningfulness”, a child's relation with all social layers, using the “modeling” methods, “Primary unconditioned kindness, secondary structured kindness, flexible discipline and dialogical necessity in social education and consensus rationality are the social action criteria which are gained in reaching to a social education concept in childhood based on the Islamic theory of action.

The present study attempts to identify the conceptual network of socialization from the perspective of Imam Musa Sadr and clarify its implications for the field of social education. To achieve this goal, descriptive-analytical and practical inference methods have been used. According to this research, Imam Musa Sadr's general idea of socialization is an idea of an organism whose main components have been studied in eleven components. The central component of the idea of socialization in the view of Imam Musa Sadr is considered "compassionate interaction and coexistence" and the relationship of other components with this component has been analyzed and interpreted. The implications of this general idea and its constituent components for the nature of social education are also specified in ten general implications. Among these implications we can mention “the necessity of monotheistic attitude”, “the necessity of innate humanism”, “the necessity of looking at another as self” and “the necessity of believing in freedom as value”.

Sociopolitical conditions of the Persian Constitutional Revolution encouraged and intensified the critical and educational views of poets of this era and the postConstitutional period. The poems by Mohammad Taghi Bahar and Ahmad Shamloo were selected for analysis because they created social movements as critics of their contemporary social and moral status. The data were collected through the secondary research method, and the verses were chosen purposively. We aimed to investigate the commonalities and differences in the socio-educational teachings of their poems. Using a comparative analytical method, this study sought to examine the attitude of these two poets toward the foundations of social ethics (social justice, women's rights, public ignorance, freedom, poverty, social self-awareness, fighting against oppression, etc.). The dominant political aspect of the poems of this era overshadows other aspects (especially the educational aspect); therefore, researchers must pay attention to the neglected aspects of these poems.

The purpose of this study is to review and analyze "social" issues in articles published in scientific journals in the field of curriculum. Synthesis research method was used to analyze the articles and the criterion for selecting articles was to examine the inclusion of the two concepts of "social" and "curriculum" in the title, based on which 29 articles were studied. Findings showed that the use of social issues and its combination with other concepts (mainly as prefixes) in articles with great variety and in some cases without considering their meaning in the context has been done. Also, in most articles, the concept of "social" has been used in combination with other concepts without paying close attention to its meaning and dimensions. Another very important point is the expertise of the authors of the articles, which is mainly in the field of educational sciences and curriculum. Another noteworthy issue is the use of hybrid concepts with the concept of "social" on a wide and sometimes unrelated scale.

The research and conceptualization in the field of Islamic education and the study of the educational perspective of Imam Ali (peace be upon him) with an exploratory approach through the study of reliable religious sources and documents was the main goal of this article. This task was done by analyzing the content of hadiths, sermons, letters and wisdom related to the educational perspective of Imam (peace be upon him) in Nahj al-Balagheh, Gharar al-Hakm, etc. The analysis of the materials and content related to the research topic was done in the framework of the qualitative content analysis method, using a four-step process including "choosing the unit of analysis", "categorization", "counting the frequency of each category" and "interpreting the results". In this research, frequency was used to count the sub-categories and to classify and determine the main categories and dimensions using the inductive development method. Based on the findings of the research, 98 subcategories were identified and edited, and based on them, the main dimensions and components of Imam Ali's educational perspective were identified and determined. Based on the results of the dimensions and components including: A- Personal education dimension with four main categories: 1- Religious education (eight sub-categories), 2- Moral education (with 22 sub-categories), 3- Quranic education (with seven sub-categories) 4- Scientific education (with 20 sub-categories). B - The dimension of social education with five main categories including: 1- Cultural education (with six sub-categories), 2- Political education (with seven sub-categories), 3- Legal education (with 16 sub-categories), 4- Jihadi education (with six sub-categories) and 5- economic education (with five sub-categories), was classified, organized and its conceptual model was compiled, drawn and presented.

This research aimed to show the place of hidden curriculum as one of the influencing components on the social education of student teachers in Farhangiān University. The research method is descriptive-analytical. By reviewing books and searching in the scientific articles with two concepts of hidden curriculum and social education, while referring to different definitions of the nature of hidden curriculum and its functions, the concept of social education from Allāmeh Tabātabāi's point of view and the theoretical foundations of fundamental transformation in the country's education system were explained. Also the connection and interweaving of these two compon ents were shown. Finally, some items have been pointed out that can be effective in the form of hidden curriculum in the process of social education of student teachers. These items include: the architecture and quality of the university building, the social and administrative structure of the university, the mutual relationship between faculty memb ers and students, interpersonal relationships between students and staff, the social atmosphere of the university, the behavior of day and night's supervi sors and the quality of their interac tion with students and teachers in the dormitory environme nt.

The aim of this study was to identify, extract and categorize the dimensions and components of socialization in the views of Shahid Motahari and to develop an Islamic-Iranian model in social education. In this study, the concept of "socialization" is considered as social education based on the definition of the Fundamental Transformation Document of Education (FTDE). The present research is applied in terms of purpose, qualitative in terms of approach, and interpretive in terms of the type of research method using conventional content analysis technique. A total of 108 written works of Shahid Motahari that have been published in the form of books were studied, analyzed, and interpreted in this research. Based on the interpretive findings of this study, 73 subcategories, 13 categories, and 4 main components including the sense of social belonging, acceptance of role and responsibility, dialogue and social communication, and critical thinking were extracted. These components are the criteria of social education from the perspective of Shahid Motahari and are considered as indicators for transmitting basic social teachings to citizens. Considering the centrality of the Fundamental Transformation Document of Education (FTDE) in achieving the Islamic-Iranian model of social education, it is suggested that in the step of the operational implementation of the document, the components extracted from the works of Shahid Motahari be used.

The main purpose of this study was to investigate the effectiveness of the positive position of citizenship education and the social factors affecting it in the primary school based on the document of fundamental change in education. The statistical population of elementary school social studies books that include (third, fourth, fifth, sixth grade social studies) in the academic year 1401-1400 and the content of the above books, which includes text and images, has been analyzed. Limited statistical population of sampling has not been done. The tools used in this research are textbooks of social studies and Persian reading (read) elementary school, content analysis form. In the content analysis method, descriptive statistical techniques (frequency, frequency percentage and bar graph) have been used to analyze the data. Findings obtained from the present study indicate that in line with the main question of the research During it, a conceptual component related to the concepts of the book in the content of the mentioned books has been studied. The results of the study show that the conceptual axes in the above-mentioned books that citizenship education is not seriously and boldly regulated and the need for review and new decisions in order to increase the content of the curriculum in the two books and to educate citizens and goals. It should be placed in this framework so that students are familiar with this issue from the beginning of their education and life, future

Social education is one of the most important aspects of education in Islam and the Qur'an, and solutions have been proposed to improve it. Therefore, it is necessary to identify the practical issues in this field by conducting research and use them in solving problems. In this regard, the purpose of this article is to conduct systematic research in the field of Quran and social education to provide the possibility of formulating practical topics appropriate to the existing gaps for researchers and scholars. This study is a descriptive study and its method has been Meta-synthesis (The three stages of Noblit and Hare). The research community of Persian language articles published during the last three decades on the topics of social education and the Qur'an in prestigious scientific journals in the country, which has been purposefully sampled. The statistical population of this research is Persian language articles published on social education and Quran in prestigious scientific journals in the country that have been purposefully sampled. MAXQDA software has been used in data analysis in these articles. The results of the analysis show that the main topics of research content include pests, barriers and harms to social education, effective factors in social education, effects of social education, goals of social education, examples of social education and methods of social education Each of these chapters has smaller topics, each of which can be studied in the form of a research title. The conclusion is that interdisciplinary research with a Quranic perspective in the field of social education has been neglected, and most of the studies conducted are not practical.

The purpose of this study is to explain the social education document of the fundamental transformation of Iranian education and its analysis based on educational ideas in social education. The method used in this study was inferential and descriptive-analytical In the first stage, the principles of social education are described in the document of fundamental change in education And then the view of Farabi as the first Islamic philosopher who has a social theory has been analyzed and explained Then educational implications are inferred from these theories. Finally, social education and its components in the document of fundamental transformation of education were analyzed based on Farabi educational theories. The results of the research indicate that social education in the document is based on the acquisition of competencies based on the Islamic standard system which enables educators to have appropriate and constructive relationships with the community around them in order to achieve a degree of good life. But in Farabi's view, most social education is based on the acquisition of competencies based on a rational standard system which enables educators to achieve ultimate happiness in the utopia to be trained under the head of the utopia and to achieve prosperity through cooperation in the utopia.

The purpose of this study is to study the skills and competencies required of a teacher in the students' political and social education. In this study, researchers tried to answer the question of what skills and competencies does a teacher need in the students' political and social education? To answer this basic question, the method of documentary documentation in data collection and the analytical-interpretive method in data analysis have been used. Findings indicate that the education system has an important role in the students' political and social education .By creating and strengthening basic social skills of students, the teacher tries to put into practice the principles of social education, which include; unity, responsibility, justice and participation  to achieve the goals of social education .In student's political education, the teacher is also expected to address the components of political education, which include; freedom, independence, justice and giving political awareness, pay serious attention to political education leads to political development at the community level

The purpose of this study is to investigate the principles of social education and its necessity from the perspective of Allameh Javadi Amoli. To this end, Allameh's social ideas were examined, based on the idea "Man as the living God" has been pursued. And based on those cases that make social education necessary. This research, which is one of the qualitative research projects, was formed using a documentary-analytical method. The findings showed that if social education has a divine nature, it can be a factor in the education and development of human existence in the divine life. Until reaching the position of the Caliph of God. Otherwise, it will be a factor for the decline of human existence. Therefore, understanding the social education and its elements, as well as recognizing the components of promoting the level of social education rationally, based on religious teachings (theological education) is necessary. According to this point, the obtained principles are: love of nature, human purposefulness, human guidance, and the issue of community selection or migration, which is mentioned in the Holy Qur'an. And from the cases that were examined in the section on the necessity of social education: The existence of man, the position of the divine caliph, the existence of different classes in society and the existence of differences and selfishness, which makes him understand the need for social education and strive with Islamic elements in this direction, to reach the status of annihilation of God. And the Caliph of God, God willing.

The purpose of this study is to provide a theoretical model of social education of children based on verses of the Holy Quran . The research method is descriptive - analytical. Purposefully, it was deeply studied and analyzed. By studying the verses of the Qur'an and their interpretations and related sources, the theoretical model of social education can be extracted in the form of goals, principles and methods of education. Exercise, humility and modesty. Some of the principles of this model are: love, tolerance, moderation, perfectionism, counseling, dignity. Social education institutions are this model. The results of the present study showed that each of the elements of the model is derived from the other and have an effect on each other and it is possible to arrange hierarchy among them. Principles have been deduced based on the same propositions and methods based on principles.Keywords : Quran, social education , model , children

The main purpose of this study was to determine the characteristics and requirements of the elements of the secondary social education curriculum based on the Tyler model The research approach was qualitative and using phenomenological method. The criterion for selecting participants in this method was influenced by the design and purpose of the research. Since the purpose of this study was to explore and discover the main elements of the social education curriculum, the statistical population of the study was experts in the field of social education and curriculum planning that was selected through snowball sampling. One of the two conditions was required to select participants: Scientific specialization: People who have sufficient knowledge in the field of social education. And practical experience: People with sufficient experience in the field of curriculum planning. A total of 15 people were interviewed. Semi-structured interviews were used to collect data, Data collection continued until theoretical saturation was achieved, and finally the number of participants to 15 people. The data from interviews were analyzed through Theme analysis method, the validity of the analyzes was ensured by using the consistency of the findings and the feedback method of the participants and non-participating experts. Findings show that characteristics of social education curriculum consists of categories such as: Purpose (cognitive, emotional and psychomotor), Content (selection and organization), Purpose (cognitive, emotional and psychomotor), content (selection and organization), teaching - learning Methods and evaluation are formed. The most important sub-components identified in relation to the target element are: A: The principles of goal setting include balanced attention to the three levels of cognition, attitude and behavior, Development and identification of basic social values, Proportion of goals to the level of developmental needs of the period, Emphasis on more evolved goals, Convergence of goals. B: Cognitive goals including the development of social identity, the development of indigenous and Islamic identity, the development of cultural and social values, deepen understanding of the needs of the students of the course, paying attention to strengthening thinking at the highest level, teaching the recognition of social harms. C: Emotional goals include strengthening attention to the rights of oneself and others, creating interest in the realization of competencies, creating and strengthening attitudes towards the analysis of social harms, creating interest and motivation in the concepts of religion and spirituality and self-knowledge, creating interest in desirable values such as Identity, freedom, justice, non-racial discrimination, peace, friendship .... D: Skill goals include strengthening the skills for lifelong learning (critical thinking, problem solving skills, abstract thinking ...) Skill and attitude necessary to play an effective role in local and national community, creating social analytics skill. In determining the goals and destinations, attention should be paid to the dimension of comprehensiveness and refrain from focusing solely on cognitive goals and rotated with a balanced and coordinated attention to the three dimensions of knowledge, insight and skill. In relation to the content element the results showed the first thing to be expected from any content. In addition to proper appearance, the content fits in well with the goals The characteristics of this element are: A: Principles of content selection including content matching with goals, content fit with the needs of learners and their level of interest and level of understanding, variety in content presentation forms, increasing the role of learners in determining content, emphasis on teaching aids Instead of focusing solely on textbooks, Paying attention to people's behavior as content, B: Principles of organizing and presenting content, which includes paying attention to the principle of continuity and emphasizing the spiral pattern, emphasizing the balance between predetermined content and Enriching content, vertical and horizontal arrangement of high social content, integrated content. According to the purpose of social education, which is to prepare people for social life by using appropriate methods to transfer and cultivate the required knowledge, skills and competencies, care should be taken in using teaching-learning methods appropriate to the goals. And used methods so that learners can analyze and accept social issues with a creative and dynamic mind and become responsible and law-abiding. The most important sub-components identified in relation to the training method are: A: Principles of selection of teaching-learning methods, which include emphasis on active and student-centered teaching methods, compatibility of teaching and learning methods with goals and content, providing a suitable platform in education to share experience, High social status, high importance of indirect education for social education. B: Types of teaching-learning approaches and methods, including the use of role-playing and storytelling, exploration, identifying joint projects with problem-solving methods, emphasizing dynamic and active methods to strengthen thinking skills, class discussion and questioning, collaboration and collaboration The most important sub-components identified in relation to the element of assessment and evaluation are: A: Principles of evaluation methods including attention and importance to diagnostic evaluation, attention to capabilities and differences of learners, attention to process and continuous evaluation, diverse and The combination of quantitative and qualitative evaluation, the appropriateness of evaluation with objectives, content and methods. B: Assessment methods include: using self-assessment questionnaire, multidisciplinary assessment by teachers, school authorities and parents, skill and operational assessments, use of qualitative tools (observation, checklist, interview) self-assessment by students and having a workbook evaluating educators from each other, increasing the share of learners in evaluation. The element of assessment and evaluation, like other elements of the social education curriculum, should be designed in accordance with the teacher's logic and with the aim of acquiring competencies and skills in three dimensions: cognition, attitude and skill. The findings also showed that the characteristics of the elements of the social education curriculum have an active role in the model of the social education curriculum and if these factors are not provided, the implementation of the social education curriculum will face serious risks. And Identifying the characteristics of the elements of the social education curriculum can be a framework and guidelines for determining the path and strategy in the field of goal setting, content production, teaching methods and evaluation of learning activities in the secondary education system. Based on that, curriculum designers should take appropriate measures to develop the characteristics of the elements of the social education curriculum and improve the quality of education.

In this research, the aim is to study the desirable and available status of social studies curriculum with regard to the two components of social and political education in the first period of high school and provide a desirable pattern. The nature of the research is descriptive and survey and according to the purpose of the research is an applied type. Exploratory-deductive research method. The statistical society of the research is the high-level education of the teacher, the teacher's guide, the curriculum of social studies of the first grade secondary school. A sample of all the numbers of statistical community that was targeted and selected in a sample. The data mining tool was a checklist, a content analysis log, a vector snippet, an interview form with experts, and a survey form. In the course of the research, after reviewing the upstream documents, the content of the social studies curriculum was studied and a desirable model was designed. In order to validate the questionnaire model, the validity of the questionnaire was evaluated and their reliability was estimated using Cronbach's alpha of 0.98%. For data analysis, SPSS software and one group T test were used. The results indicate that this template was approved by experts with a credibility of 99%.

The purpose of present research was to investigate the components of social responsibility in Nahj al-Balagha and its conformation with the content of social studies textbook in second grade school. The research method in this study was quantitative and qualitative content analysis. In the first part the categories were extracted from Nahjul-Balagha. Then, based on the calculated components, the content analysis of the social studies book was done with a quantitative approach in a deductive way. The samples were selected in a purposeful way until they reached a category saturation.The components derived from Nahj al-Balaghah (including 13 components and 25 sub-components) are: kindness to animals, protection of natural and human environment, kindness and kindness to people, altruism, submission, fairness, central task, support, preaching , Social adjustment, cooperation and cooperation, social order and social participation. The statistical population was the social studies textbooks of the second elementary (fourth, fifth and sixth-grade schools).In the second step, these components were introduced to the second grade elementary social studies textbook. As a result of quantitative analysis of the content of this book. In the meantime, the fifth grade has more components. The findings show that the amount of attention to different components in the book is different, all the components extracted from Nahj al-Balaghah are reflected in the textbook of social studies.Based on the research results,

One of the fundamental aspects of education is social education. This  term of the education in consider to magnitude, complexity and comprehensiveness covering  all educational institutions and overlooks the education of individuals, in one hand, develop individual character and  the other hand, transmits  heritage to the next generation. In the media field, one of the most fundamental question in communication science which  engaged researchers’ and experts’ mind is  the  extent of Influence of  media and their powerful in shaping the beliefs and the audiences’ ability to select and different conceptualizations of the message. Firstly , we will see what is the nature of media-related issues and perspectives? And Secondly, what is  the role of media  in social  education with regard to reception theory that suppose   a person mentally and active in receiving a message ? In this regard, the researcher used qualitative research methods such as  content analysis and Practical syllogism to define :  media, media types, nature of the media, issues related to media.  reception theory, social education, its objectives  and methods, and finally Conclusions drawn four types of  relationships involving media and social education and understanding of the role of media in the social education  with  emphasizing on  “reception theory”.