DANESHVAR RAFTAR
Year:2008 | Volume:15 | Issue:30 (SPECIAL EDITION ON EDUCATION 10)|Papers Count:6

This is an analytical and descriptive study of Imam Ali's views about the basic methods and principles of political education in Nahjolbalaghe. The nine basics are as followings: devotion to God, moderation, civilization, environment influences, contemplation, benevolence, freedom and free will, weakness, and, last but not least, the attraction of benefaction.With regard to the first basic method, i.e, the devotion to God, the five-fold educational princeples are: God centerism, trust in God, believing the hereafter and the next world after death, enforcing religious rules in all aspects of life, namely, the inseparability of religion and politics, and finally the ruling of morality.Given that moderation is another eminent educational principle, one should consider the triple basics of justice, legality and meritocracy.Civilization embraces th basic principles of democracy, improving the socioeconomic status and ensuring public safety and security. Moreover, benevolence emphasizes the principle of self esteem and dignity. Resemblance to the beneficient is the main educational aim in attaining freedom and free will. While in benefaction secking excellance is the rule. Furthermore, to compensate for the weakness, easygoing is suggested, and to amend the environment influences on the individual, the dual principles of improving the conditions and preparing the grounds may be noted. On the whole, from the abovementioned basic principles and their subsets seventy nine educational methods can be derived.

Epistemology as one of the important branches of philosophy, discusses the nature, issues, sources, and limitations of knowledge, as well as the criteria for evaluating it. Epistemology therefore may offer teachers varied views about reality and knowledge (which are the products of education). About the relationship between epistemology and open and distance education, it is said that different epistemological assumptions, based on different approaches have somehow influenced the components of the educational system such as teachers student, curriculum, and teaching learning strategies throushout the period that different generations of open education and distance education were being formed. This article tries to identify the relationship between epistemology and open and distance educations through discussing on of dominant epistemological and psychological approaches in every one of the three generations of educational system that have somehow influenced the ahitude and function of the instructors. The major approaches to epistemology dissenssed here are; 1) positivism, 2) interpretivism and 3) critical. A general profiles of open and distance, education is depicted and implications of epistemological viewpoints in relation to teaching-learning strategies within the framework of the three generators of open and distance education are examined.

Since familiarity with the educational goals of different philosophical schools and their comparison to one another may help acquiring knowledge and development of critical mentality and attitude toward educational strategies and planning, it deserves careful consideration. This paper is a documentary study of the educational goals from two different viewpoints, that is, Idealism and pragmatism. The similarities and differences of the two philosophical schools have been investigated with regard to their philosophical foundations and educational goals. The findings are as follows:Considering the philosophical foundations, it can be concluded that the similarity lies within the fact that in ontology, reality is perceived through stimulation, excitation and guidance, while the difference is caused by the real nature of existence, which is an absolute soul in Idealism, whereas it is an indefinite experience and plural in Pragmatism. In relation to epistemology, the common aspects of the two schools are the facilitation of the learning situations and indirect learner guidance; however, the division is due to absoluteness and intellectuality of knowledge in Idealism and its being relative and experimental in Pragmatism. In Axiology, the two schools resemble each other; nevertheless, they are distinctive, since Idealism is based on the performance of deeds and absoluteness in contrast to Pragmatism which depends on the consequences of deeds and relativity.From a physical point of view, the educational goals of the two philosophical schools are directed toward improving health and providing for the social activities. In Idealism the physical activities serve to empower the reason to comprehend the reality, while in pragmatism the satisfaction of needs and enriching the experiences are important. With regard to the artistic goals, both schools are concerned with emotional, intellectual and physical growth. On one hand Idealism considers the creator of beauty and values moderation, on the other hand Pragmatics emphasizes the value of experience, changing the environment and satisfaction of needs. In ethical goals, the above mentioned schools propagate responsibility and knowledge, the former pays attention to the comprehensive absolute rules and but latter stresses the useful investigated social behaviors. The rational goals the two schools refers to the application of reason in solving social problems, the general source of knowledge is taken into consideration in Idealism, however, the empowerment of individual to develop intellectual structures makes the base of Pragmatism.

The aim of this paper is to elaborate the mystical approach of Islamic teaching, as the most appropriate, to Globalization. First, modernism and postmodernism, as the most important roots of Globalization, have been analysed. The results of this investigation show that both approaches have several deficiencies, most of which rooted in their essential preassumptions. Morever, both these approaches important roles in forming the crises of today's world. The crises that are mostly against the aims of Globalization. At last, this article introduces the most suitable approach, Islamic Mysticism, in religious education, in Iran and other Islamic counteries. This approach is not only compatible with the positive and valuable aims of Globalization, but also has a good potential to present appropriate and effective solutions to reducing today's crises.

In spite of increasing importance of knowledge as the most strategic resource of organization there is a deep gap in understanding the contexts and components of "knowledge creation" and its effects on organization performance. Specially, there is a considerable weakess inability for using quantitative modeling techniques in this new realm. Considering these weaknesses, this study was performed with the aim of determining the grounds for "knowledge creation process" in higher education system for constructing appropriate Model. The participants of this survey were 362 members of higher education system in the public and private sections (e.g. Azad University) who were randomly by selected stratified sampling. The tool of measurement was a questionnaire. The data were analyzed by SPSS software that included the methods of descriptive statistics, factor analysis, multivariable regression and Path analysis. Foundings indicate that the "knowledge creation" abilities consist of knowledge base, absorptive capacity learning, unlearning, care, collaboration, networking, alliance, combination, architectual innovation and problem solving of higher education, based on these abilities were the knowledge creation context model in higher education system can be constructed.

The purpose of the present paper is to investigate the effect of emotional intelligence, self-regulation learning and classroom goal orientation on educational progress of the male students of the first year of high school in Qorve. The total populations were selected from the male students of the first year of high school in Qorve, 120 of whom were chosen by simple random sampling. Variables and primary information were taken from Siberia Sherings (1995) emotional intelligence test, Pintrich and Degroot's (1990) selfregulation strategies and Migdley's (2000) classroom goal orientation. The gathered data were analyzed by means of Pearson coefficient index, and multiple regressions. The results indicate that:1. There is a significant relationship at the level of p<0.50 between emotional intelligence, self-regulation learning and class goal orientation highest and students' educational progress. The highest coefficient levels are related to self-regulation learning, while the lowest belongs to avoiding performance as a class.2. The variables of emotional intelligence, self-regulation learning and classroom goal orientation explain 0.365 of the total variance of educational progress. This is significant at the level of p<0.50. Whilethe least belongs to the most B regression index is related to self-regulation learning avoiding performance as classroom goal orientation variable.