NEW THOUGHTS ON EDUCATION
Year:2018 | Volume:14 | Issue:2 |Papers Count:14

The aim of this study was to determine the principles and formulate general policies for supplementary and extracurricular programs in schools and universities in Iran. This mixed-methods research was carried out using quantitative and qualitative research methods. The data were collected using a researcher-made questionnaire, a semi-structured interview, a checklist for analyzing the content of high-level documents and a checklist for analyzing the content of the documents and experience of selected countries. The principles of the four sources were determined analyzing the data coming from the questionnaires of teachers, managers and students, interviews with experts in the field of higher education and general education, the review of documents, and the comparative study of documents and experience of selected countries. First, the basics derived from the findings of questionnaires, interviews, documents’ analysis and experience of selected countries were extracted. Then these principles were refined and in the final stage, out of nineteen principles, the final principles of supplementary and extracurricular programs for Iranian schools and universities, along with general policies related to each principle were extracted. Regarding the principles and policies developed in this study, reviewing and revising the regulations and directives related to the extracurricular activities of schools and universities seemed necessary and it is suggested that policymakers in the field of higher education and education pay attention to the principles and policies proposed in this study in planning and implementing supplementary and extracurricular activities for schools and universities.

The purpose of this study was to explain the evolution of curriculum in Iran's higher education system The method of qualitative research is a historical type that has tried to use available resources and documentation and interviews with experts in the field of curriculum and higher education, the course of the development of curriculum in five dimensions as process, as a system, as an academic field, As a profession and as a knowledge in the periods of pragmatism, religious-cultural, centralization, decentralization, Islamicization, evolution in the humanities with an analytical view. The field of research was all texts, researches and documents related to the curriculum and the results of the interview with the key knowledge of the field of education and curriculum. And the tools used for collecting information and articles related to the subject matter were research files that were all made by the researcher. The results show that the curriculum has gone through different orientations in the excellent ambiance system. The experience gained from the courses of academic curriculum before and after the Islamic Revolution is the transition from a relatively independent curriculum during the pre-revolutionary period to a centralized extremist system after the revolution, in the cultural-religious period, and centralization, and to head toward the divestiture The relative authority of the curriculum is in the period of decentralization.

The present study was titled "Pathology of Factors Affecting the Education of Citizenship Competencies of High School Students" with the aim of inventing and extracting threats and identifying the weaknesses associated with citizenship education in schools. This research is descriptive and qualitative. In this research, the data from the interview were analyzed using content analysis technique. In this technique, raw data derived from speech messages based on inference, meaning, and categorization. The participants were selected through targeted sampling among education specialists in the two areas of higher education and education, and until data saturation was achieved. This study was conducted with the participation of 15 experts. Choosing contributors with the widest variety has increased the credibility of the data. Injuries identified in six main groups, including barriers due to the policy framework, the system failure, school failure, inefficient classroom management, poor school culture, and the principle of this principle in schools-reproduction in a faulty loop-(from the same jug that is in it).

Why do some people in the community think, feel and behave differently? The answer to this question is not so simple, and disciplines and schools of thought and theories, each one trying to find the answer to this key question have been. The purpose of this article is to examine this issue from the point of view of psychoanalysis. With the help of the literature and scientific literature available in relation to the concept of the subject and in a meta-analysis (FRA) method, we are librarians and criticize them in an effort to understand the subject matter. As a result, we believe that human beings are born alike, but different psychological and cultural environments around people (such as family, school, peer network, media, and society) are some of them as subject or as Jacques Lacan, French psychoanalyst With the help of large patterns (A large) it makes a subject and makes a number passive or individual. In other words, subjectivity and passivity are socially acquired or constructed, so it is learned.

The main aim of this survey was presenting a qualitative theory on factors and consequences of out of field teaching phenomenon by teachers. The main approach of survey was interpretational and its strategy was grounded theory. Therefore 25 of male and female teachers with more than three years’ experiences underwent semi-structural interview. The achieved data were analyzed via three-phase coding. The studied key subjects in this survey included teacher position, understanding emotions and expectations of teacher, factors and grounds causing this phenomenon, problems of handling a class, behavioral and mental issues happened for teacher-students. Main matters resulting in the phenomenon of out of field teaching were as follow: mismanagement of human resources, interference of other organs in organizing resources, repetitive changes in scholar levels of educational system, acceptance of this phenomenon since previous years, volunteer status of teachers for teaching in urban areas and being close to living area, lack of sensitivity and objection by families and students and changing population of students. Lack of motivation by teachers, decrement of educational affectivity, lack of professional development and lack non-satisfaction of headmasters are the consequences of out of field teaching.

The aim of this study is to study and express of how to learn the verbal statements of organized knowledge, the schemas of verbal and non-verbal patterns (effects of living experiences and situations within educational ecology) related to ethics. Method: Language, specially the natural language, is full of semantic halo, fallacy, and virtual metaphors. Therefore, this critical analysis of the knowledge, attitudes and beliefs inspired by the position and knowledge are essential. Findings: The cognitive purpose of each schema and ethical model in the early stages is familiarity with concepts, and then understanding the meaning is to construct the mindfulness, metacognition, and ultimately existential understanding. Results: The moral and ideal society is a society in which actions are not driven "under the command of morality", but behng attracted by enthusiasm and ecstasy of morality. Verbal propositions of organized knowledge, non-verbal schemas, domination of the digital and virtual world, and the calculative rationality, will find new synergic engagement with morality; and, perhaps, some degree of possible collapse should be considered. Existential congeniality is the answer to the fragmentation of existential integrity and human identity. Suggestion: for synergic engagement of educational ecology with morality it is recommended the rules and regulations of the organization and the calculative rationality, university "success" at all costs, the organizational and academic culture – which neglect the relationship of ends and means to be revised. Important message of lessons is the emphasise on the evolutionary development of ethics( inseparability of ends and means).

This article seeks to consider "relativism" in Nietzsche's ethic which is one of the major challenges of moral education. Researchers are searching for relativistic in Nietzsche's thought, especially the theory of perspectivism, specify whether perspectivism based on the rejection of "the absolute" constant an universal principles٫ will lead to relativism in ethics or not، with critical study. The results of this study concluded that Nietzsche is not with to the traditional meaning and holds to the principles that are fixed acceptable in all perspectives. "Superior man" training beyond good and evil, is the ultimate moral purpose of Nietzsche that with the will to power and rejection of the absolute values and creation of the new values is available. The lack of to provide moral example, abstractive Nietzschean ethics, inventive, non-compliance of moral relativism with the practical consequences and lack of moral doctrine of Nietzsche. Key words: prescriptivism, moral relativism, Nietzsche, moral education, critique.

The main purpose of this research was to predict student’ s happiness based of hidden curriculum components. A correlation research method was used. The statistical population (N=1363) included all last year Bu-Ali sina university B. S students. Using ratio stratified sampling method and Kerjcie and Morgan table about 302 students were selected as study sample. The data gathering instrument were Oxford happiness questionnaire and research made Hidden curriculum components. The instrument validity reported acceptable by experts and their reliability using Cronbach Alpha coefficient computed equal to 0/94 and 0/79. The collected data were analyzed using descriptive statistic indices and inferential test such as Pearson correlation coefficient and multiple regression. The findings showed that except classroom management component, there was significant relation between hidden curriculum component and students happiness. Moreover, the results showed that in total, factors of hidden curriculum, significantly predict 22/7% of students happiness.

The aim of the present study was examining the contribution of sense of coherence and self-compassion in predicting flourishing in university students. This study was descriptive and correlational. In order to achieve the goals of the study, 347 university students were selected among all male and female undergraduate, masters and Ph. D. students of Islamic Azad University of Sciences and Research Branch of Tehran in the second semester of the academic year of 2016-2017 by multistage cluster sampling method. Neff’ s Self-Compassion Scale, Sense of Coherence Scale by Antonovsky and Flourishing Questionnaire by Butler-Kern were used to collect the data. Pearson correlation analysis and simultaneous liner regression were used to analyze the data. The findings showed there is a positive and significant correlation between flourishing and mindfulness and there is a negative and significant correlation between comprehensibility, extreme identification and flourishing. Among self-compassion subscales, mindfulness, and among the sense of coherence subscales, comprehensibility and controllability could predict flourishing. Considering the importance of the sense of coherence and Self-Compassion in predicting Flourishing, it is recommended to consider these components in order to increase the Flourishing of different people.

Moral intelligence is a new concept in the field of science. Present study was aimed to predict the amount of moral intelligence based on positive and negative components of cognitive emotion regulation among students in Kurdistan University in the year 2015-2016. This study was a descriptive study and the statistical population included all Kurdistan university students in the school year 2015-2016. The sample consisted of 213 students by available sampling method. Moral intelligence and cognitive emotion regulation questionnaires were used as data collection instruments. Components of cognitive emotion regulation were considered as predictor variables and moral intelligence as the criterion variable. Data were analyzed using descriptive statistics, Pearson correlation coefficient and multiple linear regression analysis. The results showed that there is a significant positive relationship between moral intelligence and positive cognitive emotion regulation component (P<0/05 & r= 0/517). Multiple regression analysis results in the level of 0/01 showed that among predictive variables, positive cognitive emotion regulation could explain the moral intelligence. Based on the findings of this research, it can be said that individuals with higher moral intelligence have a positive cognitive emotion regulation. Given that morality is a strategic investment for human collections and forms the precondition for efficient social life therefore, positive emotional regulation strategies can be useful in promoting moral intelligence.