Educational Sciences, Psychology, Behavioral Sciences and Physical Education
A.A. Hedayati; M. Farajollahi; N. Fazeli; M.R. Sarmadi
Abstract
Open education, in light of an amazing technological development, has transformed the educational system with changes in "educational culture" and an emphasis on the "learner-centered" principle. Since this has not been taken into account in Iran's educational system, the present article critically examines ...
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Open education, in light of an amazing technological development, has transformed the educational system with changes in "educational culture" and an emphasis on the "learner-centered" principle. Since this has not been taken into account in Iran's educational system, the present article critically examines the issue of imperfect construction of an open education system in Iran. To analyze the issue historically, a genealogical method propounded by Foucault has been applied. Genealogy explains the evolution of historical moments in their internal power relations, as Foucault says: it is a discourse which intertwines power and knowledge. The "genealogical analysis" refers to an epistemological strategy formed in various domains of history, political and social sciences. To explain the aforementioned problem, we need to focus on both traditional and modern education discourses in the discursive space of open education. In response to the main question of the article i.e., what could have caused the imperfectness of open education in contemporary Iran? The findings indicate that "neglect to scientific software and discursive aspects", which followed the dominance of instrumental scientific view; "immature understanding of open education" which reduced it to complementary education and "bureaucratic relations" which are in conflict with the democratic character of post-modern education, have all led to the "imperfectness of open education" which has deepened the challenge of the alienation of "science" from culture and society.
Educational Sciences, Psychology, Behavioral Sciences and Physical Education
M. Dasta; O. Shokri; Sh. Pakdaman; J. Fathabadi
Abstract
The purpose of this qualitative study was to investigate, explore and explain the characteristics, features and components attributed to the notion of wisdom in Iran. To this end, the explicit theory of wisdom, i.e. individuals’ perceptions of wisdom, was used. All above-20 years old Iranians comprised ...
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The purpose of this qualitative study was to investigate, explore and explain the characteristics, features and components attributed to the notion of wisdom in Iran. To this end, the explicit theory of wisdom, i.e. individuals’ perceptions of wisdom, was used. All above-20 years old Iranians comprised the population of the study. Following purposeful and convenience sampling procedures, 328 Iranians (134 males and 194 females) coming from different ethnic backgrounds (Persians, Azerbaijani Turks, Kurds, Arabs, the Turkmen, Lurs and the Baluch) were selected and required to answer a researcher-developed open-ended questionnaire followed by content analysis of data. Findings suggested/indicated that for %94.2 of the participants, exemplars of wise people are male with an average age of 62.9. Also, 27.9%, 20.1%, 19.15% and 12.6% of wisdom exemplars came from religious figures/leaders, people-around-me, experts/specialists and social-political figures respectively. Five main/major categories/themes of wisdom were ‘intellectuality’, ‘morality’, ‘civilization’, ‘performance’ and ‘virtue/spirituality’. Further analyses of components and categories revealed that of all characteristics/features attributed to wisdom, %37.05 were associated with intellectuality, %26.5 with performance, %18.6 with morality, %8.01 with civilization and %4.4 with spirituality. Findings are used to argue that ‘wisdom’ in Iranian society and for Iranians in general is a hybrid/combination of Western (rooted in cognition and intellectuality) and Eastern (based on socio-affective propositions and spirituality) doctrines of wisdom.
