List of Articles تعلیم‌وتربیت

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  1 - Childhood, Evils, and Error-tolerant Education
  saeed Azadmanesh
  20.1001.1.25382802.1400.7.7.4.2
  Human being has been naturally created in such a way that has the possibility and desire to behave good and evil. This is while in education, and especially in childhood education, the good is central and evil has been marginalized. Concentrating on the good and ignorin More

  Human being has been naturally created in such a way that has the possibility and desire to behave good and evil. This is while in education, and especially in childhood education, the good is central and evil has been marginalized. Concentrating on the good and ignoring the evil in education does not seem realistic. The inclination to evil behavior and recognizing wickedness and error in childhood requires an appropriate education. In this study, by expressing reasons for the necessity of recognizing evil and a glimpse of the verses of the Quran, the desire to behave good and evil is recognized in childhood. Considering the concept of evil and the concept of childhood as a spectrum makes sense of talking about evil in childhood. Hence, an alternative approach is proposed to childhood education, called error-tolerant education. Error-tolerant education attempts to recognize the error and wickedness in childhood to provide the possibility of an active encounter to error and thus, facilitate the path of education and truth-seeking for children. “Recognizing the child’s evil inclinations”, “encountering error actively in childhood”, and “maximum welcoming of children’s error” are some of the components of error-tolerant education in childhood Manuscript profile
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  2 - Study and Critique of the relatioan between culture and education regarding agency in the education Documents of Iran
  hamideh Farahbakhsh khosrow bagheri Narges Sajadieh
  20.1001.1.25382802.1401.7.7.2.4
  The present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods espe More

  The present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods especially concept interpretation method and conceptual structure assessment method . This study revealed that there is an internal contradiction in this documents despite the main role they have in explaining this relation. In these documents, concepts like agency, asymmetrical interaction, dynamic of culture and developmental traditionalism have been emphasized which can be regarded as the strength points of documents, on the other hand it is stressed that all this concepts must be grounded on the Islamic criterion system, And this lead to the internal contradiction between these concepts in these documents. This paper studied the evidences of this contradiction and classified them as the governance of the Islamic criterion system, ambiguity of the meaning of the culture, contradiction of asymmetrical interaction with emphasizing on the Islamic criterion system, dominance of the traditionalism on agency and ambiguous conceptual boundaries between culture transmission and culture criticism. Manuscript profile
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  3 - Critical Discourse Analysis of the Peace in Afghanistan Education Based on The Constitution of the Islamic Republic Period
  alishah fayegh Ramazan Barkhordari Alireza mahmmudnia
  20.1001.1.25382802.1401.7.7.8.0
  In the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the More

  In the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the method of critical discourse analysis according to Fairclough's approach along with considerations of Laclau and Mouffe. The main source of this analysis is the document of The Constitution of Afghanistan in the period of the Islamic Republic. At the same time, other authoritative documents and texts have been used to develop and deepen the analysis. The result obtained from this analysis shows that the official documents do not have a single discourse; rather, they contain various discourses without having a specific central signifier, in the form of a discourse order. The most important discourses identified in these documents consist of "Islamism", "democracy", "racism", and "nationalism", which are formed around the main signifiers of "Islam", "people", "race" and "nation". This multiplicity of discourses causes the construction of the identity of peace in the documents to be composed of various signifiers and multiple and incoherent constructs, that cannot be actualized because of the antagonism involved among these signifiers and constructs, consequently, it does not fulfill peace education. Manuscript profile
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  4 - Historicity in Heidegger's Thought and its Implications for Education
  Poorya Aeini faramarz mohamadipouya
  education, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was firs More

  education, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was first introduced into philosophy by Hegel, and after him, attention to history in epistemology was continued by various philosophers. Heidegger deals with historicity in a different way from others and considers it not as a secondary and temporary characteristic, but as an existential element for humans. Accordingly, we found Heidegger's exploration of historicity as a way to answer our question. From Heidegger's point of view, human is "thrown" into a historical tradition and culture, and since he has existence, he can plan his way of becoming. The ability to do this is based on the unique possibilities that belong to human, as the result of this thrownness. The result of this research is that in a desired education, based on authentic historicity, first of all, historical tradition cannot be considered as an object for the will of a person; historical tradition is always present in us and offers all the possibilities of our existence. Secondly, since human beings have an existence towards the future, the objective recovery of historical tradition and the effort to educate human beings similar to past human beings is meaningless and independent of "here" and "now" in the life. Thirdly, ignoring the historical tradition destroys the existential continuity of human experiences throughout history and removes the originality and "spontaneity" of human actions. That is, it is not possible to make such a will to raise a person who is abandoned and separated from the past. Manuscript profile