Papers by حميد احمدی هدایت
The purpose of the current paper is to explain the attitude of cognitive neuroscience about learn... more The purpose of the current paper is to explain the attitude of cognitive neuroscience about learning and draw its hints in online learning management. Cognitive neuroscience has provided some experimental data to explain the concept of learning at the level of the brain, in this article, they and facing some challenges related to the nature of online learning, and policies for managing online learning environments are proposed. For this purpose, more than using brain imaging methods and behavioral experiments, it has been necessary to rely on the theories emerging from the field of education. In this way, first, the four interwoven processes of attention, active engagement, error feedback, and consolidation have been listed as necessary conditions for learning, and then it has been explained that in the process of online learning, it is necessary to modify the mental model of learners by following the aforementioned processes. Then we have addressed the question of what policies or macro strategies can be used to modify the mental model of the learners. These policies include individualized learning, providing content related to life, providing modular, dynamic, and multi-level content, arousing excitement, paying attention to the embodied nature of learning, modular evaluation and self-evaluation, and relying on long-term learning for the strength of learning. Also, in the following, some platforms have been proposed to realize these educational policies.
Introductoin: The educational institutions of any society are the product of history and can only... more Introductoin: The educational institutions of any society are the product of history and can only be explained through history. Therefore, this research aims to study art education in ancient Iran and its comparison with the Safavid era. Method: This research is a documentary study that was conducted with a comparative-analytical approach, and Brody's comparative method (description, interpretation, juxtaposition, and comparison) was used to analyze the data. The statistical population is all the sources related to the two periods of ancient Iran and the Safavid era, including books, articles, and authentic scientific documents selected the purposeful sampling method was used. Results: In the findings section, firstly, in ancient Iran, components such as music, place, artistic goals and tools, the progress of the painting and the influence of countries on each other, iconography, its goals and methods, weaving education, and the development of calligraphy were investigated. Also, in Iran of the Safavid era, components such as the reasons for the weakening of music and its various forms, ups, and downs in the art of painting, developments in the art of iconography, changes, and innovations in the art of weaving, and the sanctity of the art of calligraphy in the Safavid era were examined. As a result, based on the findings, it can be acknowledged that music, painting, iconography, weaving, and calligraphy in ancient Iran had significant progress and innovations. On the other hand, in the Safavid era, even though music and painting did not experience significant progress for some reasons, weaving, iconography, and calligraphy experienced significant changes and development. Discussion and Conclusion: Therefore, by reflecting on the findings, one can benefit from the challenges and opportunities, and experiences of ancient Iran and the Safavid period, in the field of artistic education of the present era.
This study aims to explain the relationships based on technology in postphenomenology and its con... more This study aims to explain the relationships based on technology in postphenomenology and its consequences for education. Analytical and inferential methods have been used to achieve this goal. Post-phenomenology is one of the new philosophical approaches in the field of technology. This approach has been developed on the one hand with a critical discourse of classical phenomenology and on the other hand with research in the empirical field of science and technology studies. Phenomenology does not look at technologies as merely functional and instrumental objects, but as intermediaries between human experiences and their activities, and deals with specific technologies and their existential and
The purpose of this study is to investigate the post-phenomenological approach in virtual educati... more The purpose of this study is to investigate the post-phenomenological approach in virtual education and its implications for the educational system. Analytical and inference methods have been used to achieve this goal. The growing influence of information and communication technology in the education system; on the other hand, the large increase in the number of applicants for education has led to challenges such as the superiority of virtual education over face-to-face education and has led to changes in education and its methods. One of the latest developments in this area is virtual education. The educational system, as the official institution of education, cannot be unaware of these changes and must, along with the technical view of the development of new technologies to philosophical research and how to change the perceptions and experiences of educators and educators when using these new technologies. Post-phenomenology with a focus on technology is one of the promising qualitative approaches for transparency in this field. The research findings showed that each of the post-phenomenological concepts such as Technological relations, multistability, and transparency in virtual education had implications for the education system. As a result, simultaneous attention to both engineering and humanities approaches in designing virtual learning environments is essential in the education system. This research is an attempt in the field of humanities approach to new technologies along with its quantitative and technical development.
ػبَ ٞفذٞٓ ؿٕبسٜ ، چٟبسْ، پ٥بپ٣ 23 ، تبثؼتبٖ 3233 ف ، 322 ى 304 پژٍّش در پس... more ػبَ ٞفذٞٓ ؿٕبسٜ ، چٟبسْ، پ٥بپ٣ 23 ، تبثؼتبٖ 3233 ف ، 322 ى 304 پژٍّش در پساپدیدارشٌاسی ًقد ٍ تحلیل فٌاٍراًِ هَردی ّای ٞذا٤ت احٕذ٢ حٕ٥ذ / ٙبهي ىااٚڂب سَثيز ت سٮچيڈ ٵچٖٶ ىٽشَي h.hedayat@cfu.ac.ir فشاٞب٘٣ فشٟٔ٥ٙ٣ ٔحؼٗ / ځَت ىااٚيبٍ سَثيشي ٭چرڇ ىااٚڂب ٙبهي ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233 پظٚٞؾ دس پؼبپذ٤ذاسؿٙبػ٣ ٘مذ ٚ تحّ٥ُ پظٚٞـ٣: ٔمبِٝ ٚ ٞذا٤ت احٕذ٢ حٕ٥ذ / فٙبٚسا٘ٝ ٔٛسد٢ ٞب٢ 320 ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233 پظٚٞؾ دس پؼبپذ٤ذاسؿٙبػ٣ ٘مذ ٚ تحّ٥ُ پظٚٞـ٣: ٔمبِٝ ٚ ٞذا٤ت احٕذ٢ حٕ٥ذ / فٙبٚسا٘ٝ ٔٛسد٢ ٞب٢ 326 ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233 پظٚٞؾ دس پؼبپذ٤ذاسؿٙبػ٣ ٘مذ ٚ تحّ٥ُ پظٚٞـ٣: ٔمبِٝ ٚ ٞذا٤ت احٕذ٢ حٕ٥ذ / فٙبٚسا٘ٝ ٔٛسد٢ ٞب٢ ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233 ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233 ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233 ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233 پظٚٞؾ دس پؼبپذ٤ذاسؿٙبػ٣ ٘مذ ٚ تحّ٥ُ پظٚٞـ٣: ٔمبِٝ ٚ ٞذا٤ت احٕذ٢ حٕ٥ذ / فٙبٚسا٘ٝ ٔٛسد٢ ٞب٢ ، ػبَ ٞفذٞٓ، ؿٕبسٜ پ چٟبسْ، ٥بپ٣ 23 ، تبثؼتبٖ 3233
ﭘﯿﺎﭘﯽ ﻧﻬﻢ، ﺷﻤﺎره ﻫﺸﺘﻢ، و ﺑﯿﺴﺖ ﺳﺎل 264 آذر ، 1398 ص ، 77 ـ 86 اﺧﻼﻗﯽ ﺗﺮﺑﯿﺖ... more ﭘﯿﺎﭘﯽ ﻧﻬﻢ، ﺷﻤﺎره ﻫﺸﺘﻢ، و ﺑﯿﺴﺖ ﺳﺎل 264 آذر ، 1398 ص ، 77 ـ 86 اﺧﻼﻗﯽ ﺗﺮﺑﯿﺖ ﺗﺤﻠﯿﻞ ﻧﺎدﯾﻨﮕﺰ ﻃﺒﺎﻃﺒﺎﺋﯽ ﻋﻼﻣﻪ آراء ﻣﺒﻨﺎي ﺑﺮ آن ﻧﻘﺪ و اﺣﻤﺪي ﺣﻤﯿﺪ ﻫﺪاﯾﺖ / ﺷﺎﻫﺪ داﻧﺸﮕﺎه ﺗﺮﺑﯿﺖ و ﺗﻌﻠﯿﻢ ﻓﻠﺴﻔﻪ دﮐﺘﺮي
assumed that any philosophical system, can entail an educational theory, therefore, it provides n... more assumed that any philosophical system, can entail an educational theory, therefore, it provides necessities and prescriptions for proper adjustment of educational environments.
The purpose of the present research is to analyze and critique the implications of multicultural ... more The purpose of the present research is to analyze and critique the implications of multicultural education with an emphasis on Michel Foucault's views. To achieve this goal, conceptual and critical analysis methods have been used. Foucault, as a postmodernist theorist, proposes a kind of education in which the issue of culture and justice is important. While criticizing power relations in educational systems, he has provided significant implications for multicultural education. In his view, the basis for education should be based on democratic and non-authoritarian methods, and the interests of the members and various components of society, including other cultures, should be taken into consideration. Foucault criticizes the textbooks as functions of history, society, and power, and believes that texts have always been used as tools of power. By examining Foucault's educational opinions, it can be admitted that his implications for educational and cultural justice will be. Nevertheless, criticisms can be made, such as the criticality of the revelation of reality, the emphasis on epistemological relativism, the divergence of education policies, the lack of presumptions in the discussion of discourse, and the lack of solutions to educational issues.
اﻧﺪﯾﺸﻪ دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 146 رورﺗﯽ رﯾﭽﺎرد دﯾﺪﮔﺎه در اﺧﻼﻗﯽ ... more اﻧﺪﯾﺸﻪ دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 146 رورﺗﯽ رﯾﭽﺎرد دﯾﺪﮔﺎه در اﺧﻼﻗﯽ ﺗﺮﺑﯿﺖ و اﺧﻼق ﻣﺒﺎﻧﯽ ﺗﺤﻠﯿﻞ و … 147 اﻧﺪﯾﺸﻪ دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 148 رورﺗﯽ رﯾﭽﺎرد دﯾﺪﮔﺎه در اﺧﻼﻗﯽ ﺗﺮﺑﯿﺖ و اﺧﻼق ﻣﺒﺎﻧﯽ ﺗﺤﻠﯿﻞ و … 149 اﻧﺪﯾﺸﻪ دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 150 دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 152 دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 162 اﻧﺪﯾﺸﻪ دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 164 اﻧﺪﯾﺸﻪ دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 166 دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 168 دورة ﺗﺮﺑﯿﺘﯽ، ﻧﻮﯾﻦ ﻫﺎي 13 / ﺷﻤﺎرة 4 172
Uploads
Papers by حميد احمدی هدایت