پژوهش نامه مبانی تعلیم و تربیت
سال نهم شماره 2 (پیاپی 18، پاییز و زمستان 1398)

The research’s aim is examining going the distance of the educational system from the aim of authority and self-creation upon Foucault’s view. We applied conceptucal analysis and deductive method for attaining to the goals. Regarding attained findings the most important distinction between the original self and the false self is in flexibility and transformation. While, the original self is always an incomplete project. The false self is dead and rigid. There is also an original self that has an active relationship with power networks. In addition, the kind of discursive consciousness of original self can take someone beyond the knowledge-cultural boundaries of his time. The requirements for achieving this original self in educational activities include issues of creativity and persistent critique, attention to individual emotions, discursive awareness, and truthfulness. Also, authorities in the field of education should increase their resistance against external evaluations and normative systems to prevent the transformation of their original self into false self.

The primary purpose of this study was to introduce the cognitive load theory in multimedia learning, review its historical evolution, and present a critique of its theoretical framework. In this paper, we articulated the following three primary stages of development in cognitive load theory;   extraneous cognitive load in problem-solving, intrinsic cognitive load and the first additivity hypothesis, and germane cognitive load and the second additivity hypothesis. Besides, we argued that the germane cognitive load does not play the explanatory and predictive role in cognitive load theory as much as the intrinsic and the extraneous load types. Therefore, a dual framework including intrinsic and extraneous cognitive loads can clarify and simplify the framework of this theory and prevent irregular extension of its boundaries, as well as the inadequate development of instruments for measuring triple cognitive loads.

The main purpose of this study was to determine the injuries harms of comparative studies research in the field of philosophy of education, an emphasis on research examples in Iran. For achieving this aim, the analytical method (conceptual, documental, and comparative) has been used. I argued that comparative studies in the philosophy of education categorized into three categories in relevance to the nature of comparative studies, the researcher, and the comparative situation. The challenges of the nature of comparison are related to the familiarity comparative approach and method, language, and sources. The problems with the second one are acceleration, simplifying simplification, intolerance. And the challenges of the comparative situation are ignorance of time and place and culture. 

The Main purpose of this paper is to analyze one of the components of classroom management, The sign of “Silence”. Saussure's semiotic analysis qualitative method was used to perceive the explicit message and analyze the latent meanings. The data validated based on the intertextual method is based on the text itself and the interpretations derived from the text. The theoretical results of this research led to the design of a binary model of "self-imposed/imposed" and "positive/negative" of silence. In the practical section, based on classroom biography, semantic codes of silence were extracted and decoded. The predicate and the referent were studied, recognized, internalized, and interpreted. As a result, the binary model of "affirmative-privative" and "incompetence -stubborn" was designed. The results of this paper indicate that the most frequent silence in the class was ‘inappropriate or empty silence’, which indicates the loud cry of the bitter reality of many wasted hours in classes that had no educational or educative consequence. Authorities, scholars, and teachers can receive the message of silence through theoretical study, educational action research and reflection, and by increasing teaching and transfer of meaning, and the predictability of classroom management. Another category of silence with "unknown" goals was also identified.

The primary purpose of this paper is to explain the dialogical education with an emphasis on Giroux's perspectives. Accordingly, Giroux's views about education, school, knowledge, and ideology were studied and analyzed. We articulated that dialogue is the main feature of critical education and has a profound connection with human agency, democracy, and critique of ideology and also the point of view about human, culture (social and economic class), knowledge, ideology, and their relationship with each other. We argued that while we agree that the fundamental transformative documents of the Iranian education system emphasize the dialogue, there are significant challenges to accomplish dialogical education in this context.

The main objective of this research is to investigate the relationship between the three stages of Hegelian ethics evolution: the abstract right, individual morality, and social ethics with the triples of the family, society and state in the process of the dialectic of Hegel's consciousness. This research study the dialectical role of consciousness in the context of one's moral development (family, civil society, and state) in a systematic process of moral education and concerning one another. To achieve this goal has been used as a descriptive-analytical approach. By examining the Hegelian texts, it is possible to understand the relationship between his moral system with the dialectic of consciousness, and finally to deduce the ideas of Hegelian moral education. The findings show that Hegel's system of moral education is based on the three areas of family, community, and state, each of which is closely linked to the three stages of his dialectic of consciousness. On this basis, the default model of Hegel's moral education is outlined, which seeks to illustrate the relationship between the triplets involved in the evolution of one's moral life. Bildung, as the first step, has an infrastructure called the family in which individual education is based on abstract ethics. The second stage has been created in an infrastructure called civil society, in which emphasis has been placed on individual social education. Ultimately, the combination of these two steps is the final stage of the Hegelian moral education model, which has been formed as an Aufhebung.

This research aims to assess theoretical challenges on the possibility of religious education, which are as non-sensibility of religious educational science, indoctrinatory of religious education, and the impossibility of independently understanding the meaning of religious propositions. This research showed that religious educational science is meaningful because religious educational science could not be wholly independent of and irrelevant from culture and religion of society. Religious education is necessarily introductory, but it pertains to the method used for teaching religious thoughts. It is possible to understand religious propositions independently because religion does not have an independent, different form of knowledge. Besides, if it is assumed so, it is possible to know religious propositions individually, because understanding the religious propositions only necessitates understanding some basal religious propositions