Foundations of Education
Year:2016 | Volume:6 | Issue:1 |Papers Count:7

The main aim of this research is examining andcriticizing the concept of human choice in terms ofHarry Frankfurt and Charles Taylor's view based onIslamic theory of action. Conceptual analysis andinference are used as research methods for this aim. Frankfurt in discrimination of human desires sayswhereas first order desires are given, second orderdesires are results of human position. Regarding thisgeneral Frankfurtian hierarchical Model of humandesires, Taylor endeavors to revise it concerningsecond-order desires. He emphasizes on language andsociety in second-order desires creation process. Examining views of Frankfurt and Taylor on humandesires upon Islamic Theory of Action reveals somecompromises and differences. Triple states of humansoul (nafse)-in Islamic theory can be correspond withhierarchical model of human desires. Comparativeanalysis has been done in four dimensions, indicats thatbased on Islamic view of action, role of social values insecond-order desires requires some modifications. Finally, educational implications of this discussionexplained in these three topics: “ improvement anddiversification of first-order human desires” , “ planningfor second-order human desires formation” and“ supporting relation between reflection and action” .

The main purpose of this research is investigation of foundations and principles of Islamic ethics concerning the relationship of teacher with students. To achieve this goal, the analytical-inferential method was used. Based on the results, at first eight ethical principles related to the relationship of teacher with students were deducted from Religious and educational texts of Islam. These principles containing: truthfulness and honesty, humility, non-maleficence, chastity, honoring the students, justice and fairness, fidelity to professional commitments, and beneficence. Then, the ethical rules related to these principles were deducted from authentic Islamic texts and ethical and educational works of different thinkers.

The aim of this study is investigation of the relation between theoretical and practical knowledge of teachers in curriculum implementation paradigms. In this article, three relationships between theoretical knowledge and practical knowledge were presented. These were formed with regard to three paradigms in curriculum studies field which based on relationship between theory and practice. Three relationships between theoretical knowledge and practical knowledge were discussed in three paradigms of curriculum implementation. The combination of these paradigms and curriculum implementation models form three curriculum implementation paradigms which are named technical-faithfully, reflective-adaptive and critical-emergent. Any of these relationships have diverse consequences for teacher's professional development Curriculum. In technical-faithfully paradigm, teacher's professional development Curriculum emphasize on knowledge transferring and training for teaching effectively. In reflective-adaptive paradigms, the growth and development of teacher practical reflection is concerned. Teacher's professional development Curriculum in critical-emergent paradigm is a form of individual or collective research.

The purpose of this study is deconstruction the concept of “ individual differences” to achieve educational justice and critique of its implications from Habermas's reconstruction approach. To achieve this purpose, approches of deconstruction and reconstruction is used. The findings from deconstruction showed that common understanding of this concept has ideological goals, including legalization, to deceit, shairing of students to differences and segregation of students. Deconstruction by creating doubt in the popular view, the need to reconstruction it reveals. From reconstructive critiqe, some aspects of individual differences as a source of creativity should be considered and should not be deconstructed.

The main Purpose of this study is the exploration of childhood nature from the perspective of Islamic action theory. For this purpose, conceptual analysis, conception development method was used. So anthropological foundations of Islamic view of action were redefined with regard to the childhood. Regarding the nature of childhood from the perspective of Islamic action theory, on the overall look, one can say that childhood is a period of transition to the agency. In this context, some features of childhood can be noted. Assuming Islamic view and its philosophical perspective on human being, we provide some descriptive foundational statements about child nature. “ Child's Fitr desire is purer” , “ desires and will are intertwined in children” and “ the child has the Thinking ability” are some of anthropological descriptive foundations of the child from the perspective of Islamic action theory.

The aim of the current study was to explain the way culture influences the development of children based on the theory of developmental niche. For this, a library based method was conducted. The current research concluded that culture organizes the environmental factors influencing child development. Hence, organized factors impact development more likely than unorganized ones. The theory gives a more important role to parental ethnotheory subsystem which acts as a nexus through which parents’ beliefs are related to the larger culture and organises the other two subsystems. Also, parental ethnotheories influences parenting goals and in consequence parenting practices. Additionally, child has an active role in his/her development. Child and his/her niche are developed together. This implies that developmental niche is dynamic and flexible adapting itself to individual differences of children.

The aim of present study is providing an explanation of the roles that different aspects of the science nature play in teaching science. Through a holistic attitude according to complexity theory, it is argued that raising philosophical questions in history, sociology, and psychology helps in clarifying the nature of science. According to the findings, there is a need for a revision in the inductive insights and a focus on the constructivist dimension in teaching. Thinking about the history of science would facilitate understanding science in the context of history. The sociological implication of the science indicates to the significance share of scientists in social development, and the interaction between scientists and other social agents such as philosophers and artists. Philosophizing in the field of psychology reveals that encouraging the students to think about science freely and based on the aesthetic and metaphysical inclinations could provide the chances for the development of new ideas in the learners. Finally, developing a holistic view in the learners is important.