To Explain the Educational Arguments of Ontology Thought by Sabzevari

Educational challenge and issue in modern world has been of the ideologist’s interest for educational implications to find inner talents and abilities and his knowledge of human existence to educate health characteristic of teachers. This article is to investigate educational aspects and reasons of ontology philosophy by Sabzevari, Iranian thinker “Hadi Sabzavari" with descriptive approach and methodology in a cross - sectional study, to define education and the bases of ontology principles and educational methods. The results show that there is integrity between education systems with three features: Relative recall, consideration of source and Resurrection and due to the existence of philosophical pragmatism, existence authenticity, unity, self-doubt, a combination of education methods, to present a task as deduced. Also curriculum extracted from the philosophical thoughts of Sabzevari has provided suitable conditions for self-education, moral, emotional and spiritual education for the learners. Keywords: education, existence, Hadi Sabzavari, goal, basis and principl

Education and Social Capital

Current challenges facing educational systems worldwide have urged scholars to study the issues involved in the educational system. Economics of education is mainly concerned with economic impacts of educational stages. However, research has highlighted the role of social capital and how it is associated to education, as not only does education contribute to social capital but the presence and maintenance of social capital, in turn, promotes education. Focusing on the relationship between social capital and education, the current research, therefore, aims to describe and evaluate social capital and its components and functions, and to introduce the leading theorists in the field. The study then suggests that through building interactions within family and the society, individuals are able to enhance social capital in children’s education. As such, education and factors influencing it have a major role to play in establishing and promoting social capital in the society. Keywords: social capital, social structure, educational system

A Look over Curriculum from the Point of View of Critical Thinkers: Freire, Giroux and Apple

The present paper investigates the approaches of three major critical thinkers about curriculum. Henry Giroux with his theory of "Border Pedagogy" combining critical, post-modern, feminist and reconceptualist views tries to help educators and learners understand manifests of traditional borders of power, knowledge, decision-making, and sociocultural curriculums could be criticized in their pedagogies and they could even go beyond them. Then borders of existing pedagogies created by imperialism would be challenged and redefined. Freire utilizes the "Emancipatory Concept" from Habermas and Frankfurt school, uses it in the field of education and manages to provide a critical ground in educational system in which critical dialogue does not merely solve the problem but discusses new issues. Michael Apple emphasizes the role of "Hidden Curriculum" in the formation of predefined goals of imperialism and offers new solutions in this regard. Keywords: Critical education; Freire; Giroux; Apple; Curriculu

Avicenna on the Objectives and the Methods of Training; Based on Perception Process

The main purpose of this study is to identify, according to Avicenna's views, the elements of perception and its different types, and also its training results of which we can use in upbringing. We’ll first, based on our findings, indicate that in Avicinna’s views, ‘ego’ (Nafs) plays very important role such that we can say that it is the cornerstone of perception. Then, after having some words on perception, its definition, and its types and levels, we’ll consider its educational implications, specifically targets and procedure centered on perception basis. Finally, ‘achieving bliss’ is recognized as an ultimate aim of Avicenna education system. However, achieving such aim is associated with achieving some secondary objectives, such as development of sensory, imagination, intellect, and intuitive understanding abilities. Therefore, the training methods resulted from this study will be: active usage of the senses, remembering, to orient imagination and creativity, intellectual development, research-based training, thought strengthening, intuition or verbal and esoteric observation (guess), and syncretic methods