Foundations of Education
Year:2021 | Volume:10 | Issue:2|Papers Count:7

The present study was mainly focused upon investigating academic creativity and the expanding model of the creative university. In so doing, we recruited both systematic reviews and expanding conceptual approaches. The results of this study indicate that according to Barnett (2020), the idea of creating works on five levels of the university and so is fully realized only when all the five levels of creativity would be thoroughly provided in a given context. These five levels are intellectual, pedagogical, learning, environmental and reflexive creativities. In the present study, besides explaining the five-tier levels of the creative university, we embarked upon delineating specific dimensions and strategies for each of the five levels of creativity using the theoretical and empirical literature. Here, dimensions refer to those fields and terrains wherein the levels of academic creativity are realized. In the same vein, strategies are introduced as an array of influential proceedings in constituting creativity in each of the dimensions and levels of creativity.

education which have underlain the cultural policies during the last decades. Cultural rratives: religious-transcendental, market-dependent, and ideological. The presence and effort to integrate the triple narratives are presently reflected in two strategic documents of nt. Nevertheless, these narratives are structurally antithetical to each other. By conducted to demonstrate such a contradiction. The statistical society of this research includes all first and second-handed sources which were available for the author. The results reveal that the foundations of the mentioned narratives are in opposition. These efforts to integrate the three narratives have led to a paradoxical condition. Confusions their dependence on external forces, to name but a few, are among some unintentional policies.

This article's primary purpose is to examine the aesthetic aspects of natural sciences to gain an aesthetic understanding of the nature of science and its consequences for science education. For this purpose, using the method of analysis and deduction, after examining the conventional components of the nature of science based on Lederman et al. (2002), the aesthetic aspects of the conventional components of the nature of science were discussed. The study showed that science and scientific activities have essential commonalities with artistic and aesthetic activity. The importance of imagination and creativity, emotions, intuition, and attention to criteria such as beauty, elegance, simplicity, symmetry and harmony of theories by scientists, and metaphors and allegories, are the aesthetic and artistic aspects of the nature of science. This study showed that: (1) the importance of aesthetic nurturing in science education; and (2) the necessity of adopting a holistic approach to science education; are two fundamental theoretical implications that result from an aesthetic understanding of the nature of science.

The primary purpose of this paper is to explain education in the geophilosophy mirror as a new approach to philosophize. The conceptual and inferential analysis method was used to achieve this goal. Deleuze's different definition of philosophy as "the art of forming, inventing and fabricating concepts" introduced a set of developments in the various areas of ontology and epistemology that from its most important output is the "geophilosophy theory". The results show that the innovations of this theory in the field of education have consequences that the most important of them can be such as "activism and "becoming" in light of the critique of teleological", "introversion in light of the critique of extraversion causality", and creation in light of criticism of representation and reproduction", each of this consequences have other educational implications.

The relationship between religion and rationality has been a controversial issue. Its implications are not limited to the realm of ideas but have extended to the social and political aspects. In this article, the relation between religion and reason has been examined inspired by the Islamic views. Two approaches have been considered: maximal rationalism and minimal rationalism (fideism). These two extreme views have been criticized for paving the path for examining religion, rationality, and relationships. This article consists of a subsumptive unity in which religion and reason are taken in a whole-part relationship. Accordingly, each part of religion is either in principle or in practice reasonable. We have argued that rationality is more expansive and encompasses religion. Finally, the implications of this view for religious education are explored. These include reasonable explanations of religious teachings, and practical suspension of judgments, highlighting dialogue, and fostering critical questions.

The plurality of definitions for "education" in different societies and cultures is considered as a challenge to acquire a unique and shared understanding of education at the conceptual level. In this regard, in the "theory of Etebariat", Allameh Tabatabaie has provided a reasonable basis to elucidate the plurality of social agreements. In the present study, by extending his theory, we try to explain education as a post-social Etebariat. As a result, education is considered the outcome of perception of both talents and inabilities together, which relies on affection and compassion to assure the fellowmen's survival. To find a proper relation between the truth and Etebariat in theory, we distinguish between the four concepts: position, origin, reason, and effect of the Etebariat. Based on this distinction and a new configuration for the cancellation and non-cancellation of Etebariat, we explain the relation in the context of education. According to this analysis, based on observation of creational education and transformation of the creational necessity contained therein, education is a convention between autonomous people. Therefore education is a social convention for a process involving two or more people, which ensures acquiring or developing some virtues, and it is considered mutual, gradual, purposeful, and based on affection and compassion.

The primary purpose of this study is to investigate the implications or functions of virtuebased epistemology in the field of curriculum studies and especially its sub-field, namely normative theories. To achieve this goal, first, the theory of virtue-based epistemology was explained by reading the responsibility-oriented and emphasizing the views of Linda Zagzebski, and then the implications of this theory on the four essential elements in curriculum development, including purpose, content, teachinglearning methods and evaluation was explored. The findings indicated that under the influence of virtue-based epistemology, curricula will focus on understanding; the content will include a combination of disciplinary content and intellectual virtues. Teachers will do their role by questioning and leadership and giving motivation to students. Learners will play their role by taking responsibility for their learning and using critical thinking. In evaluation, according to the purpose, two types of it, formative and summative, will be used. The virtue-based epistemological theory also can produce normative theories or new perspectives in the field of curriculum studies. This result was obtained by examining the differences between the curriculum perspectives based on the theory of virtue-based epistemology and other perspectives in curriculum studies.