نشریه پژوهش در مسائل تعلیم و تربیت
شماره 45 (1390-1391)

In order to examine the hypothesis of this research, an accidental sample of 122 students have been appointed from among the community of female students who were studying at the last year of primary school in Isfahan .The sample was divided into four groups, cognitive group, behavioral group, cognitive- behavioral group and control group.
The impacts of independent variables have been assessed by attitude questionnaire, periodical energy electrical bills and family consume pattern questionnaire. The outcomes indicated that the attitude of cognitive – behavioral group (mixed) and cognitive group have a meaningful difference from control and behavioral groups, after performing the independent variable. In changing the attitude too, the activities of cognitive – behavioral group are better than cognitive group. Also, the behaviors of student in cognitive, behavioral and cognitive – behavioral groups are different from the behavior of students in control group. The energy bills of these three groups showed 14% saving in electrical energy consuming.

In this essay, I will attempt to deal with the basic notions in Nietzsche’s ethics. In the case of Nietzsche, metaphysics and ethics are intermingled, thus it is not possible to evade his metaphysical views in dealing with his ethics. In what follows, first I will consider his metaphysical milestone i.e. will to power. Then I will consider its relation to his ethics and concentrate on his ethical view.Iwill also deal with some misunderstandings regarding his ethics and will provide an alternative interpretation based on a relational ethics of justice. Finally, the implications of Nietzsche's ethical concepts for moral education will be discussed and some principles in moral education, such as internal freedom, external freedom, self-creation, and conformity will be suggested.

In order to investigate the scale of prediction of written lessons success in final exam of third grade students based on their correlated courses in first grade in high school, 3013 third grade students (1211 boys & 1802 girls; 1414 math-physics students, 686 science course & 903 human science) have been selected randomly among students society in Tehran high schools.
Then, by means of information & available data in exams department of Education Organization in Tehran, the scores of correlated lessons in first & third grade have been collected. These data were analyzed by multiple regression analysis.
The results showed that the level of prediction of the average of written lessons in final exams for third grade students in math-physics, experimental science & human science via the scores of correlated lessons of first grade in high school were accordingly 44%, 59% & 62% & the whole results were significant in p<0.001.
Finally, regression equation have been gained to show the prediction of the average of written tests in final exams for third grade students concerned with different academic courses.

PIRLS (Progress in International Reading Literacy Study) is a study conducted by the International Association for the Evaluation of Educational Achievement (IEA) which aims to evaluate fourth grade students' reading achievement. The study is repeated every five years, therefore PIRLS 2001 and PIRLS 2006 have been completed and preparations are being done for PIRLS 2011.PIRLS was first administered in 2001 and included 35 countries, and was administered again in 2006 to students in 45 educational systems. PIRLS assesses the reading literacy of children in their fourth year of formal schooling.. Literacy performance of  Iranian students in PIRLS2001, (414) and 2006 (421) was  below the international mean (500) respectively. But the trend in the performance of students in 2006  rather than PIRLS 2001 was improved(7 points). The progress in literary texts have been better. The most important factors in improving the literacy of students, were  parents  educational activities, changing the content of textbooks and teaching methods .

Today the development of information technology has caused fast changes in science, technology and their related techniques. Thus, educational systems must plan teaching of fundamentals for the acquiring, organizing and using information in a way that the learner becomes capable of creating knowledge. The program of teaching Philosophy to children (P4C) aims to help children in a way that they gain a philosophical mind by the use of philosophical thinking and be able to analyze everyday problems by reasoning and logic. Philosophical thinking, thinking about the existence of self and creatures, is something which everyone finds within himself. The basis of thinking techniques must be taught from early days of the child’s life. Educational systems of primary schools have mainly focused on the teaching of reading, writing and mathematics whereas in addition to the above teaching systems, the ability of learning and thinking can also be increased by way of metacognition. To reach such an aim, education must be considered a kind of research. Lipman believes that philosophy can be taught to children by way of doing a kind of “community of inquiry” in the form of stories, poems, drama, etc. he considers stories as natural means of developing thought, knowledge, and verbal skills.Lipman has designed the program of teaching philosophy to children under the influences of Socrates, John Dewey and Pears. He tried to introduce philosophy by using Socrates’ way of thinking; in this meaning philosophy is a method to develop the contemplation power and correct thinking. Lipman does not mean the studying of philosophical theories and thoughts but having a kind of applied and purposeful philosophy and also philosophical thinking and attending to philosophical activities in a way that the child’s thinking is moved from unconsciousness, superficiality and usualness to consciousness, depth and criticality. Philosophical thinking is thinking about thought and it includes cognitive and metacognitive aspects and the first step in cognition is gaining knowledge about the self.
Today one of the important tasks of educational systems is developing critical thinking. Critical thinking is mainly criticizing the self and then, in the second place, it pays attention to criticizing scientific ideas or other people. On the other hand as information technology and communication develop, the need to critical thinking in order to process information also increases. The basis of critical thinking is also based on Socrates’ theories; because he emphasized on deep questioning, exploring themes, evaluating reasoning and analyzing fundamental concepts.

Oral teaching is an attempt for entering into feeling , behavior and action. understandability of the action. Thus  Oral teaching deals with the width or circumstance of psycho-social and understandability of the auctioneers.
 What are the lived experiences of the and from what perspectives of  semantic” networks” (and not necessarily” systems “) of meanings (rationality ,faith, art or a compromising behavior) observe themselves, the world and the others. How the contents, forms or modalities (of the oral teaching of the stake-holders: the founders, authorities. auctioneers’, carriers ,opposites .rivals and all the people who are exposed the oral teaching ) are interpreted reconstructed, innovated or neglected  the interactions. The function of oral communication provision of meaning .emotional integration, social integration, social fabric are symbolic procedures of differences of the interactions.
Oral teaching as a social capital may sublimate the egocentrism to universalized social sentiments or vice versa to flame the egocentricity dangerous desires.  Oral teaching is a triad of logos that creates speaking (in oral communication), ideas ( in logic),and description of facts ( in science).