Educational Science
Seyyed Mohammad Hossein Hosseini
Abstract
The purpose of this study is to criticize the book entitled “Curriculum in Secondary School”. Therefore, a combination of a critical book review, critical philosophical inquiry, and critical educational criticism methods was used. The case of this study was the book written by Farajollahi ...
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The purpose of this study is to criticize the book entitled “Curriculum in Secondary School”. Therefore, a combination of a critical book review, critical philosophical inquiry, and critical educational criticism methods was used. The case of this study was the book written by Farajollahi and Talebi and published in 2014 by the Payam Noor University Press. The tool of criticism of the mentioned book is a checklist (form) of The Iranian Council for Reviewing Books and Texts the Humanities. Qualitative content analysis was also used for data analysis. According to the findings, the strengths of the book include apparent comprehensiveness, typography, the quality of printing and binding, the content congruence with the principles and Foundations of religion and Islam, the use of scientific tools, and equivalence and application of specialized terms. Shortcomings of this book include: Inappropriate cover design, need for scientific and literary editing, inappropriate overall and intra-section coherence, resource ambiguity, lack of scientific analysis, no innovation and no new content, the inconsistency of book’s content with the foundations and presuppositions of the curriculum area and non-Coverage of the approved syllabus of Ministry of Science, Research and Technology.
Educational Science
Seyyed Mohammad Hossein; Sousan Keshavarz
Volume 17, Issue 7 , January 2018, , Pages 29-53
Abstract
Although critique is the basis of personal and social growth and development, this issue has not become a dominant culture and logical process of the scientific community. This situation has many reasons. One of these reasons is the underlying assumptions or paradigms governing the scientific community. ...
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Although critique is the basis of personal and social growth and development, this issue has not become a dominant culture and logical process of the scientific community. This situation has many reasons. One of these reasons is the underlying assumptions or paradigms governing the scientific community. Therefore, the purpose of this article was to analyze the culture of critique and explain this culture based on three dominant scientific paradigms: Modernism, Postmodernism, and Chaos-Complexity. Therefore, the deductive reasoning method was used. The statistical population included all the books, articles, studies related to the subject, and the most possible sources were selected by purposive sampling method as samples. The information was collected by a checklist and was analyzed by a verbal and qualitative content analysis method. The findings show that Modernism only allows critique as a theoretical determination, which is a negative and superficial understanding, and incompatible with the nature of criticism. Thus, the culture of critique in this paradigm has not been formed and institutionalized. Postmodernism also does not provide an opportunity for critique. But Chaos-Complexity is a very suitable context for the formation, promotion, and institutionalization of the culture of critique. Because its features and assumptions provide a proper explanation for the concept, characteristics, and all conventions of criticism. Therefore, the formation, promotion, and institutionalization of the culture of critique requires a paradigm shift from Modernism and Postmodernism to Chaos-Complexity.
Educational Science
Sayed Mohammad Hossein Hosseini
Volume 17, Issue 6 , November 2017, , Pages 85-114
Abstract
The present article aims at describing and criticizing the theories of chaos and complexity. Therefore, the "Critical Philosophical Exploration" method was used. The statistical population comprised all books, articles, studies, and research pertaining to the subject that was selected with purposive ...
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The present article aims at describing and criticizing the theories of chaos and complexity. Therefore, the "Critical Philosophical Exploration" method was used. The statistical population comprised all books, articles, studies, and research pertaining to the subject that was selected with purposive sampling and the maximum probable sources. The data required were collected through notetaking and analyzed by verbal and logical inference. According to the research findings, chaos theory is the science of studying complex, dynamic, nonlinear, non-equilibrium systems, and complexity theory is the science of study, description, and explanation of the behavior of complex adaptive systems characterized by butterfly effect, unknown attractors, self-similarity, emergence, feedback loops, inequality, self-organization, nesting, networking, holism, nonlinearity, and unpredictability. These theories are considered a scientific theory by Kuhn's conception, a science by the concept of soft sciences, and a paradigm because of questioning the paradigm of modernism and presenting alternative assumptions.
Educational Science
Seyyed Mohmmad Hossein Hosseini; Mahmoud Mehrmohmmadi; Qolamreza Haj Hosseinnezhad; Nader Salsabili
Volume 15, Issue 37 , November 2015, , Pages 199-235
Abstract
The present article aims at critically analyzing the curriculum change patterns. To this end, the "Critical Philosophical Exploration" method was used. The statistical population comprised all sources including books, articles, studies and the related research that were selected as the sample mostly ...
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The present article aims at critically analyzing the curriculum change patterns. To this end, the "Critical Philosophical Exploration" method was used. The statistical population comprised all sources including books, articles, studies and the related research that were selected as the sample mostly through purposive sampling. Through a logbook, the required data were collected and they were analyzed through verbal, visual, and logical inference. Based on the research findings, the curriculum change patterns include Concerns-Based Adoption Mode, systemic change, barriers and resistance to change, change conditions, factors affecting change implementation, three-level organizational change, change characteristics, change process, and three-level systemic educational change. The models, most of which are based on the teleological approach to change and the top-down linear approach to curriculum change, are non-systematic and atomistic and provide an incomplete description and explanation of the reality of curriculum change.
