Introduction: Considering that a large part of the individual and social development of individuals is done by the official institution of education,Educational ethics is very important. In this regard, the institution of education has a key role in educating democratic citizens and educating and developing human rights. Therefore, the purpose of this study was to present a model of a democratic school in the primary education system. Material and Methods: This research was conducted qualitatively and thematically. The statistical population included all managers and deputies working in education and teacher training centres in the provinces of Iran, and 12 managers and deputies from the provinces of Tehran, Isfahan, Khuzestan and Hamedan were selected in a targeted and non-probable manner. Qualitative data were collected through interviews and finally analysed by Corbin and Strauss qualitative analysis model in the form of triple coding with MAXQDA software. Results: The results of the study showed that the components of critical thinking, participation and cooperation, legalism, freedom, equality, mutual respect, responsibility, right to choose and decide, rationality, social ethics and culturalism as The hallmarks of democratically oriented schools have been identified. Conclusions: Schools can educate democratic citizens for tomorrow's society by emphasizing educational ethics. By emphasizing human individuality and emphasizing rationality and morality, the democratic school nurtures students who have the ability to think critically and strive for freedom and equality with a proper understanding of their rights.

This paper examines the liberal society that Popper lauds, that aims to be truly open, and discusses why another, more communitarian kind of society, particularly societies in Africa, may also reflect the quest for intellectual openness that is Popper’s ideal. Moreover, this paper avers reasons why Popper should be comfortable with such a liberal-communitarian mix. The inter-subjectivity in his critical rationalism is a balance of an explicit individualism, and an implicit social element (Afisi, 2016a). Popper is indeed an author of such a balance. For a society to be truly open requires the careful recognition and protection of individual freedom. However, the extent to which individuals are free to perform actions that they desire without external constraints, and the level of their individuality in relation to others when performing such actions, remain a contentious issue between liberals and more communitarian thinkers. Popper’s critical rationalism provides the necessary impetus to this contention through his view of freedom that I contend can best be viewed as carefully balanced, a view which combines individuality with a social element that upholds community values necessary for openness of society. With this combination, Popper’s politics of liberalism provides an effective model of how a truly open society can be achieved. The values inherent to Popper’s liberalism including those concerning intellectual openness, individual freedom, mutual respect, measured self-respect, welfarism, humanitarianism, accountability, critical debates and feedback from the citizens, together concern the conditions for a society to be truly open. There are many competing thoughts as to what openness might be in Popper’s philosophy. The present study of Popper does not presume to address them all. The focus here is specifically on using Popper’s idea of critical rationalism to balance relations between liberal politics of individual rights and freedom, and communitarian politics of the common good, as it relates to situations about how socio-economic and political conditions in Africa societies should be structured. While I contend that Popper’s works in political philosophy focused centrally on Western political tradition, and not about Africa in its strict sense, significant lessons can be distilled from Popper that can offer suggestions on social reforms in Africa. This paper explores Popper’s project of the open society across the plurality and differences of societies, so that his liberal ideas of individual freedom are not undermined, and the progress of the communitarian idea of the common good, that Africa societies are built upon, is also well enhanced. Liberal individualism and community values inherent to communitarianism are both well accommodated within Popper’s critical rationalism.

Purpose: The purpose of this research was to compare the sense of belonging to the school, the perception of the school atmosphere and the academic vitality of elementary school boys in non-profit and normal schools in Qain city. Method: The method of this research was descriptive and comparative. The statistical population of this research included all elementary students of non-profit and normal schools in Qain city in the academic year of 2023-2024. From among the statistical population, 114 students (57 regular students and 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty and Watt (2004) School Belonging Questionnaire, Reddy and Rhodes (2007) Perception of School Atmosphere Questionnaire and Martin and Marsh (2008) Academic Vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used. Findings: The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school atmosphere and academic vitality in non-profit and normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school atmosphere, and the academic vitality of non-profit students are more than the students of normal schools.Conclusion:The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen academic variables

Democracy is a form of government in which all the people of a country can vote to elect their representatives. Democracy is not a new concept in the world, but in developed countries, in different discourse, it has new meaning. Democracy encountered crisis in the end of 20th century. Some thinkers believe to diffuse crisis of democracy, a way is to establish governance. This means that democracy must be transfer to democratic governance. How can it be down? In this article I am trying to answer this question. I discuss how democracy can be changed to democratic governance.

Democracy is a form of government in which all the people of a country can vote to elect their representatives. Democracy is not a new concept in the world, but in developed countries, in different discourse, it has new meaning. Democracy encountered crisis in the end of 20th century. Some thinkers believe to diffuse crisis of democracy, a way is to establish governance. This means that democracy must be transfer to democratic governance. How can it be down? In this article I am trying to answer this question. I discuss how democracy can be changed to democratic governance.

Purpose: This research has been done with the aim of presenting a democratic school model in primary education. Materials and Methods: The research method was qualitative. The statistical population in this research was all managers and assistants working in education and teacher training centers in the provinces of the country. The number of 12 managers and assistants from the provinces of Tehran, Isfahan, Khuzestan, and Hamedan were selected in a purposeful and non-probabilistic manner according to the regions with and without the socio-educational facilities of the country. Data collection was done through semi-structured interviews. became. Compilation of the model according to the use of the "foundation data theory" method, qualitative data analysis methods and paradigm model (regular or systematic plan) were used. Findings: The components of critical thinking, participation and cooperation, legalism, freedom, equality, mutual respect, responsibility, the right to choose and make decisions, rationality, social ethics, acculturation were obtained. Conclusion: it can be concluded that the necessity of creating educational equality opportunities by schools should be taken into consideration,Because according to recent researches, creating equality of educational opportunities can affect students' interest and academic exhaustion and help their academic success.

The concepts of democracy have been around for centuries in different fields of human sciences. However, in most of these fields the idealistic and far-fetched features attributed to democracy have not been manipulated yet. It should be mentioned that there have been only a few serious attempts to find proper go-between elements, which could make such a concept as comprehensible and tangible as possible. In fact “democratic urban space” is derived from the “design for all” concept. In other words, this is the physical expression of “general democracy” which appears in urban spaces and which is definable based on specific principles. These principles (qualitative norms of democratic urban space design) are jointly based on urban design and democratic approaches, and have got a moderating role among theoretical contexts and urban physics. Based on the general aspect of mentioned concepts, there is a need for detailed attention to all urban spaces in order to find specific strategies and tools for each space, based on internal characteristics of the space and according to democratic street design norms. The present article, in line with the aforementioned purpose, aims to devise the instruments and methods, which could actualize the theoretical concepts of democracy, which are often considered at a general level in the actual life of people. In this regard, studying and investigating other democratic conceptual fields in urban street spaces (economics, culture, politics, government) alongside other forms of spatial-physical democracy in streets are surveyed in this article. Therefore, the main aim of this article is to analyse and provide design guidelines based on democracy norms in the street context. In order to achieve this goal, a wide range of theories have been reviewed and systemically classified to provide physical guidelines for democratic street design.

Introduction: In the current research, it has been tried to qualitatively study all kinds of policies and measures necessary for alignment between teacher preparation programs and democratic social education competencies under the model of teacher education curricula, which include: direct (official) curriculum, Indirect curriculum, informal curriculum (implicit) and unstructured curriculum (hidden) should be identified in the educational system. Method: Qualitative approach and phenomenological method were used in this research. The field of research is Farhangian University of Hormozgan and the participants are  13  lecturers of this university. The sampling method is a combination of convenience and snowball sampling. The research tool was a semi-structured interview. The information was analyzed using thematic analysis method and then using MAXQDA software... Result: The information was analyzed using the theme analysis method and then using MAXQDA software in the form of 2  overarching themes, 8 organizing themes and 25  basic themes. The results of this research showed the basic policies and measures for teacher preparation programs, in the form of two components, strategies and solutions of teacher training curricula, separated by curricula (formal, informal, informal, unstructured curriculum) and with the goal of preparing The formation of teachers has been identified in the educational system to realize the competencies of democratic social education. Conclusion: Therefore, examining the opportunities, facilities, and resources available to achieve these actions should be on the agenda of decision makers and educational planners. It is necessary to pay special attention to the strategies and solutions of teacher training curricula.