پژوهش نامه مبانی تعلیم و تربیت
سال سوم شماره 1 (پیاپی 5، بهار و تابستان 1392)

The main purpose of this research is to evaluate and compare the educational ideas of Piajet and Lipman، with emphasis on philosophy of education programs for children. In the late 1960s in USA، Matthew Lipman، the professor of Montclair university، designed and presented a program as philosophy for children that based on the best time to shape thinking skills is in child and with through reflection-based methods. This view by emphasizing on the assumption that if the child''s mind engaged with philosophical topics، we can bring up their ways of thinking. Was against Piaget''s view. Piajet''s main presupposition is that the development of children argument and thinking abilities is a natural process، so any attempt to accelerate it is false and time killing and when people arriving at nearly 12 of formal operations can think about abstract issues. The result is both are emphasized on necessity and centrality of teaching thinking، with the difference that the start time of training isn''t same. The result is both emphasized to necessity on teaching thinking. So both are trying to design and present training programs fits with intellectual and mental abilities.

Augustine، in addition to some theories regarding theology، has theories on language and meaning that have inspired contemporary philosophers of language in their philosophical research. Based on Augustine، when a listener hears a sentence، he is not to understand the sensible language، but he follows something that the ear cannot hear. Augustine was one of the philosophers found favor with Wittgenstein. However، Wittgenstein in his second era of thought criticized Augustine and his own prior viewpoints regarding language. Later Wittgenstein stated that a philosopher should describe the language functions. The meaning of a word is not understood through theoretical definition، but through its usage and an interpreter should define word functions in a special context. Attending to the developmental process of Augustine''s hermeneutic perspective to the later Wittgenstein reveals the effect of Augustine''s hermeneutic view on the modern hermeneutic one that has been disregarded in philosophical research. Finally، the new hermeneutic educational implications which lead to the evolution in teacher and student’s viewpoints can be taken into consideration

One of the important occurrence and officering in current history of which exist of Renaissance and major effective in existing new direction in the science، is hermeneutics (interpretation). Hermeneutics is well accepted in among some of current scientist. In this paper، history past، branches and also، some of the major thinkers is represented in this School. So، fundamental aspects of Ricoeur’s hermeneutic method is analyzed for understanding and interpretation courses texts and the hermeneutic method effective represent in the education. On the basis of Ricoeur’s idea، information is imposed، but con not imposed understanding because it must is generated of inside. With respect to the hermeneutic method، understanding courses text accomplish in the 3 ways. 1-explanation 2-understanding 3- appropriation، which Ricoeur called it hermeneutic arc. In the first way، explanation، interpreter explores about this question which courses text tells something? And examine text inside nature. In the second way (understanding)، interpreter explore about this question which course text speak about something?، and do all of the endeavor to restore course text out ingredient at relation to live and reach for deeper understanding. In the third way (appropriation)، interpreter appropriate course text world for themselves. Thus، expanded interpreter horizon (knowledge and perception). So، interpreting course text is process for which it unfold new mode of them understanding. In respect to hermeneutic method for understanding course text (hermeneutic arc) radial idea in the Ricoeur’s hermeneutic is which education and learning is active process. Hermeneutist teacher has accepted innovative and provided freedom in the class، and student is courage do in rummage croup at searching course text meaning with regard to the hermeneutic method.

One of the important occurrence and officering in current history of which exist of Renaissance and major effective in existing new direction in the science، is hermeneutics (interpretation). Hermeneutics is well accepted in among some of current scientist. In this paper، history past، branches and also، some of the major thinkers is represented in this School. So، fundamental aspects of Ricoeur’s hermeneutic method is analyzed for understanding and interpretation courses texts and the hermeneutic method effective represent in the education. On the basis of Ricoeur’s idea، information is imposed، but con not imposed understanding because it must is generated of inside. With respect to the hermeneutic method، understanding courses text accomplish in the 3 ways. 1-explanation 2-understanding 3- appropriation، which Ricoeur called it hermeneutic arc. In the first way، explanation، interpreter explores about this question which courses text tells something? And examine text inside nature. In the second way (understanding)، interpreter explore about this question which course text speak about something?، and do all of the endeavor to restore course text out ingredient at relation to live and reach for deeper understanding. In the third way (appropriation)، interpreter appropriate course text world for themselves. Thus، expanded interpreter horizon (knowledge and perception). So، interpreting course text is process for which it unfold new mode of them understanding. In respect to hermeneutic method for understanding course text (hermeneutic arc) radial idea in the Ricoeur’s hermeneutic is which education and learning is active process. Hermeneutist teacher has accepted innovative and provided freedom in the class، and student is courage do in rummage croup at searching course text meaning with regard to the hermeneutic method.

The main goal of this research is the explanation and critiques of the concept of learning in Paideia proposal that has been done according to Adler’s view. In order to achieve this goal، the descriptive-analytic method was used. According to this research، the properties of learning in relation to the content of learning، teaching، the role of teacher، the being active in learning in Paideia proposal، the relationship between learning and the health of mind، lifelong learning and adult learning were explained. Then the strength and week points of the concept of learning in Paideia proposal were studied and some recommendations، according to the findings of research were put forward. The being active in learning and an expand content for learning and provision of suitable context for lifelong learning in schooling are the strength points. The most important weak point is the restriction of learning in an one- track and omission of vocational track and practical intelligence during learning. According to this research، some important suggestions are the use of complementary education and master learning patterns in order to improve the learning.

The main objective of this study was to examine the dominant paradigms on special education from the perspective of the sociology of science، to achieve this goal، used from the method of analytical - adaptive method. With this explanation that because of impact of dominated scientific paradigms on researchers، theories and scientific developments in the field identifying the major paradigms is important. Therefore، this study aims to identify major changes and emerging paradigms in the field of Special Education to describing، categorizing، analyzing and evaluating exist paradigms identified by experts in the field is done. Then، to select one of these categories، change and develop of the paradigm formed in four stages -Pre-paradigm، normal، crisis and revolution- from the perspective of science sociology of Kuhn.

The major purpose of the present this study is to reviews the classifications of approaches to religious education، and introducing an alternative classification of religious educator theory. To this end، approaches to Islamic education which have been categorized typologically and are associated with the cognitive context of Iranian intellectuals have been studied. In line with this goal، the theoretical-analytic method of inquiry has been employed. Based on the results of the present study، two new major approaches، namely duty-oriented and achievement-oriented were subjected to scrutiny. Finally، the duty-oriented approach whose fundamentals proved adaptable – compared to those of the achievement-oriented one – to the Islamic perspective was accepted as a legitimate and valid approach for the educator in religious education. According to this insight، the basis is performance of duty according to the principles on education way by educator، and failure to achieve optimal results does not mean that the educator’s educational efforts have been ineffective.

The purpose of this article is analysis of supportive theoretical documents of Islamic Republic of Iran’s curriculum based on the concept of thinking. This aim is accomplished by using analytic method. Regarding thinking as an action in Islamic theory of action، we have analyzed three kinds of written educational philosophies. In this theory، it is supposed that actualization of thinking is dependent on cognitive، motivational and voluntary foundations of thinking act. These are the categories and subcategories of reconstructed thinking construct: observing، rereading and retrieving، imagination، criticizing، criterion and seeking truth. Our thematic – quantitative analysis shows that in 1th educational philosophy، thinking and its categories have discussed more than two others، because it concentrates on the process of education in itself، while the others concern about educational management and legal-political dimensions of formal and general education too. In addition، the results show that none of these three educational philosophies have an adequate processing of all of categories and subcategories of thinking construct. Our findings indicate that rereading and retrieving subcategories have the lowest frequency or observing and criticize have the highest frequency. Moreover، in these philosophies questioning as an important constituent of thinking construct has the lowest frequency.