نشریه ایده های نو در تعلیم و تربیت
پیاپی 9 (زمستان 1402)

The present study was conducted with the aim of determining the relationship between resilience ‎and emotional intelligence with academic progress in female students. The research method was ‎applied according to the objective and descriptive-correlation according to the data collection ‎method. The statistical population included a number of female students of the second year of ‎elementary school in kalale city in the academic year 2021-2022, of which 367 students were ‎selected by non-random-purposive sampling method. Connor and Davidson (2003), Bar-on ‎‎(1986) and Pham and Taylor's (1994) academic achievement questionnaire were used to collect ‎data. The validity of the questionnaire was calculated using content validity and also reliability ‎through Cronbach's alpha coefficient, and the results indicated the validity and reliability of the ‎questionnaires. Data analysis was done through descriptive and inferential statistics (Pearson's ‎correlation coefficient test) using Spss-V23 software. The findings showed that there is a positive ‎and significant relationship between students' academic progress with resilience (r=0.30) and ‎emotional intelligence (r=0.29) at the level of There is 99%, which means that the more resilience ‎and emotional intelligence increases, the educational progress of second grade students increases. ‎It can be concluded that the education organization and teachers by strengthening and promoting ‎emotional intelligence in childhood. With organized planning, they can influence the academic ‎progress of students.‎

In this article, the views of two of the greatest theorists of moral education have been examined. Therefore, the aim of the present research is to analyze the characteristics of moral education from the point of view of Aristotle and Imam Muhammad Ghazali, and it is to determine the commonality and difference of the views of these two, the reasons for the commonality (possibility of influence or adherence to common principles and foundations) and Analyze the difference (difference in approach). This research has been done in descriptive-analytical method based on library studies. Aristotle considers happiness as the ultimate goal of all human beings. He believes that happiness is worldly, that's why he examines the ways of human life in order to find happiness and comes to the conclusion that life is devoted to thoughts and reflection that includes happiness. Because the gods who enjoy the highest happiness have such lives. In his opinion, a person can achieve this happiness by acquiring the intellectual and moral virtues that are unique to him, and external blessings such as wealth and friends play a fundamental role in providing the necessary ground to access happiness. Like Aristotle, Ghazali discusses human happiness in his moral books. But unlike Aristotle, he considers happiness to be otherworldly; Because happiness, as the highest good, is related to the best part of our existence (the soul), and this part does not belong to this world, but its main place is the hereafter, and the soul reaches this happiness when it leaves the worldly world. According to Ghazali, there are two levels of happiness: the first level is reaching heaven, and the second level, which is the highest level of happiness, is knowing God. For this reason, Ghazali considers religious and Sufi virtues to be the most important factor in achieving happiness.

The present research aims to evaluate and analyze the limitations and opportunities that artificial intelligence creates in students' writing creativity. First, artificial intelligence and its capabilities in learning are described and explained, then attention is paid to the capabilities of Chat-GPT in teaching and learning. In this research, artificial intelligence was asked to perform some of the activities of secondary writing books and then the text received from Chat-GPT was analyzed in terms of structure from the perspective of eloquence and expression in the data table related to textual research. After collecting information related to artificial intelligence literature, strategies and operational goals were presented in order to prevent students from cheating with this technology and methods of using it to serve students' creativity and learning in writing lessons. This practical research includes new solutions to improve the quality of secondary writing classes. The conducted studies show that artificial intelligence has no problem in terms of eloquence except in a few minor cases. Smart Chat can use similes and metaphors to write texts that are hardly distinguishable from human literature. Despite all the similarities, so far the language of artificial intelligence is recognizable due to its inability to express the minutiae of human emotions and deep feelings. If educational design is based on increasing creativity, not only artificial intelligence does not pose a threat to students' creativity, but also helps to learn more and increase creativity.

The aim was to explain the place of the phenomenology method in researches in the field of educational sciences. In order to achieve the goal, a systematic evaluation and analysis of the results of previous researches was carried out from the inferential analytical research approach. The statistical community of research studies published during the years 1402-1388 in databases that index quality articles, such as: Synapse, Magiran, Noormagz, Jihad Academic Database, Irandoc, Google Scholar, ProQuest, in English and Farsi have been collected and compared, since all available sources and documents have been used, sampling was not done. The steps of data collection include: 1- Checking and identifying sources related to the subject, 2- Identifying and extracting researches in the relevant field. 3- Classification and coding of researches. The interview research tool was used for data analysis using the content analysis method, the 7-step Claesian method, thematic coding, reflective or reflective analysis using the 6-step Van Menen method. It showed that the studies conducted in the field of educational sciences are different in terms of context and context (university, school) and characteristics of subjects (students, professors, teachers, students). Attention and identification of different phenomena related to Educational sciences, the use of appropriate tools for data collection, detailed analysis, in order to carry out researches in educational sciences with qualitative and phenomenological methods should be carefully considered.