A Comparative Analysis of Citizenship Education from Derrida and Foucault's Viewpoint: Suggestions for Iranian Educational Philosophers
Roxana
Rashidpour
PhD Student , Islamic Azad University , Arak Branch
author
Mohammadreza
Sarmadi
Educational Sciences , Azad University of Arak , Arak , Iran ,& Prof. Payam Noor University, South Branch , Tehran
author
Jila
Mashhadi Mayaghani
Assistant Prof. Department of Sociology , Islamic Azad University , Arak Branch , Arak
author
Faezh
Nateghi
Assistant Prof. Department of Educational Sciences, Islamic Azad University , Arak Branch , Arak
author
text
article
2019
eng
This paper seeks to present a research findings related to the philosophical foundations of citizenship education in terms of the opinions of two of the most important contemporary philosophers of the post-structuralism school - Derrida and Foucault - from a comparative perspective. The article has six sections: The first section deals with the necessity and purpose of the research. In the second section, a brief overview of the theoretical foundations and background of research topic is explored. The third section briefly explains the research methodology. The fourth section is devoted to the findings of the study, which consists of two parts: The first section presents a rotational evolutionary model of the relationship between philosophical schools, political system, educational system, social education and citizenship education. The researchers then show how Derrida and Foucault - while criticizing authoritarian political systems - view the main dimensions of education systems in the service of citizenship education. The fifth section is concerned with examining the similarities and differences of two philosophers’ opinions on citizenship education. The paper ends with a conclusion.
Iranian Journal of Comparative Education
Comparative Education Society of Iran ( CESIR)
2588-7270
2
v.
4
no.
2019
407
424
https://journal.cesir.ir/article_105263_2a8d2ca0328e320bae1842c0e8f75f8f.pdf
dx.doi.org/10.22034/ijce.2020.105263
A Comparative Study of Creativity Education Programs for Japanese, Korean and Singapore Primary School Students: Lessons for Iran
Aliakbar
Samiee
Department of Educational Sciences , Faculty of Educational Sciences and Psychology, Islamic Azad University, Khorasgan Branch
author
Badri
Shahtalebi
Faculty of Educational Sciences and Psychology, Islamic Azad University, Khorasgan Branch
author
Ahmad
Abedi
Department of Educational Sciences,, Faculty of Educational Sciences and Psychology, Islamic Azad University, Khorasgan Branch
author
text
article
2019
eng
The purpose of this study was to investigate the experiences of creativity education in primary schools of Japan, South Korea and Singapore in order to provide useful suggestions for educational policy makers of the Iranian education system. The present study is a qualitative, non-experimental and comparative research using a four-stage approach introduced by George. Z. Bereday and John Stuart Mill’s method of agreement. The observation unit of study is macro, and the strategy of countries’ selection is “similar systems, similar results". Research findings show that in all three countries, and especially in the last two decades, educational policymakers have been focusing on diminishing the authority of the test-driven system and replacing it with a learner-centered system based on creativity. Also, the similarities between the social systems of all three countries have led to many similarities in the current practices of their educational environments (schools and classes). Other research findings show that in all three countries, numerous national initiatives focusing on the training of creative learners have been approved by educational policymakers. Despite these similarities, it has to be said that the success of rejecting the test-driven system and adopting new teaching-learning approaches are not the same across the three countries. For educational policy makers in Iran, this research finding can imply the dangers that rejection of the test-driven system will create if there is no proper social context.
Iranian Journal of Comparative Education
Comparative Education Society of Iran ( CESIR)
2588-7270
2
v.
4
no.
2019
425
451
https://journal.cesir.ir/article_105004_4d6b2622fd07f82a231b87fbee0938f3.pdf
dx.doi.org/10.22034/ijce.2020.105004
A Comparative Study of Social Education in the Primary Education of Iran and Japan
Maliheh
Rabiei
PhD student of Philosophy of Islamic Education , Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University,Tehran, engamind@yahoo.com
author
Irandokht
Fayyaz
Associate Prof. Department of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabaiie University,Tehran
author
Tayebeh
Mahrouzade
Associate Professor of Philosophy of Islamic Education, Faculty of Psychology and Educational Sciences , Alzahra University, Tehran
author
Abolfazl
Bakhtiari
Assistant Prof , Farhangian University, Tehran
author
Ali
Khorsandi Taskooh
Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University
author
text
article
2019
eng
The purpose of the present paper is to compare social education in the educational system of Iran and Japan from the perspective of macro policies and content analysis of primary school textbooks. The research method is comparative (qualitative type)usingBereday’s Analysis Approach to analyze data. The unit of analysis and level of observation is "macro" (country) sampling strategy is "different social systems, different educational outcomes" based on the "making stranger familiar" approach.To collect data, educational resources such as national documents, Ministry of Education reports, elementary school textbooks, and journal articles and books were used.The findings of the study showed that main Iran’s educational policies on social education influenced by the three factors of national identity, Islamic identity and modern identity, while in Japan macro education policies are influenced by Buddhist and Shinto religion, Confucianism, nationalism and modernism.The Japanese education system in primary education compared to the Iranian education system has a much stronger policy and process focus on the social education of children. According to this study, the upstream documents of the Japanese education system strongly emphasize the increasing role of modernism (as opposed to other factors) and the teaching of concepts such as the environment, global issues, international understanding, cultural exchanges, citizenship, the future of the world and the role of Japan.In addition, the findings show that the time allocated, and the variety of topics related to social education in Japanese primary education is more than that of Iran.The key recommendation of this study is to reconsider and recreate strategic approaches to social education and to focus on formal (intentional) and informal (hidden) education programs on the real and daily social life of children in Iranian primary education.
Iranian Journal of Comparative Education
Comparative Education Society of Iran ( CESIR)
2588-7270
2
v.
4
no.
2019
452
480
https://journal.cesir.ir/article_105264_482fc0e46e820e2bab2988e9cd3cec9a.pdf
dx.doi.org/10.22034/ijce.2020.105264
A Comparative Study of Interdisciplinary Field of Culture and Communication in Canada and USA
Mahdi
Zolfaghari
Assistant Prof. Department of Political Sciences, Lorestan University
author
Mhammad Mohsen
Hassanpour
PhD in Culture and Communication , Imam Sadeq University, Tehran
author
Mehdi
Shahin
Associate Prof. Department of Political Sciences, Lorestan University
author
text
article
2019
eng
The field of interdisciplinary studies is a relatively new field in academic approaches. The interdisciplinary studies have been considered due to the increasing complexity of social problems, the need for combined approaches and the adoption of multiple approaches in order to address scientific problems. The present study, with a qualitative approach and thematic analysis, will extract information on the history, fields and approaches at five universities and more than 25 interdisciplinary courses in the field of media studies, culture and communication. The study results show that simultaneous attention to the "structural" and "content" characteristics is essential to the success of the interdisciplinary courses. The study results showed that structurally, small group training and the use of four semester teaching method increase the efficiency of interdisciplinary courses. Also, consideration of content characteristics such as setting goals, allocating interdisciplinary courses to graduate students, and increasing the number of selective courses should be observed by Iranian higher education policy makers.
Iranian Journal of Comparative Education
Comparative Education Society of Iran ( CESIR)
2588-7270
2
v.
4
no.
2019
481
495
https://journal.cesir.ir/article_105006_1edc4e944661a16628a68f81f681ae2f.pdf
dx.doi.org/10.22034/ijce.2020.105006
Comparative Analysis of Iranian Polytechnic Higher Education with Selected Countries
Somayeh
Mohammadizad
PhD. Student, , Department of Educational Sciences , Kurdistan University
author
Nematollah
Azizi
Prof. Department of Educational Sciences, Kurdestan University m Sanandaj , Iran
author
Ebrahim
Salehi Omran
Prof. Department of Educational Sciences, Faculty of Humanities and Social Sciences,University of Mazandaran, Babolsar
author
text
article
2019
eng
This paper aims to compare polytechnic education in the Iranian higher education system with selected countries (USA, Canada, UK and Japan). As a comparative study, the selection of the countries under study were based on purposeful sampling and the data collected through the study of documents, national reports and websites searches of the Ministry of Science of the countries under study. The findings of the study indicate that the developmental process of polytechnic education in Iran has been slow and prolonged compared to the selected countries. Similarly, there is no significant difference between the countries selected for curriculum content and teaching methods. The main difference between Iranian polytechnics and comparable systems is the lack of attention to labor market needs and the lack of links between industry and higher education.
Iranian Journal of Comparative Education
Comparative Education Society of Iran ( CESIR)
2588-7270
2
v.
4
no.
2019
496
517
https://journal.cesir.ir/article_105007_8c46c2779b5a72de8f136a9a8006643d.pdf
dx.doi.org/10.22034/ijce.2020.105007
A Comparative Study of Higher Education Entrance Examinations in Iran with Some Selected Countries
Narges
Moradi
University of Science and Culture
author
Reza
Mohammadi
Assistant Prof. Organization for Educational Assessment
author
Akber
Goldasteh
Assistant Prof. University of Science and Culture
author
text
article
2019
eng
The main purpose of this article is a comparative study of Higher Education Entrance Examinations in selected countries in order to optimize the national examination in Iran. The present study is a qualitative, non-experimental, and comparative research. Country selection strategy is "most different system” according to Bray and Thomas Cube and level of analysis and observation is intercontinental. The statistical population included all higher education systems with similar assessment and admission systems. The countries under study were selected through Targeted Sampling Technique and are Australia, Brazil, China, England, Japan, Netherlands, Nigeria, and Turkey. Data were collected by studying the official website of assessment centers, universities and government documents. The findings show that in Iran and Turkey, there are two separate ministries for formal and general education and higher education, while in other countries this is responsibility of one ministry. Also, Iran and Turkey have centralized examination and admission while other countries have centralized entrance examination but decentralized admission. In terms of type of examination, Iran has an entrance exam based on four-choice questions that will be held within a half day. According to the research findings and in order to optimize the national examination in Iran, it is suggested that a national specialized organization be established to prepare, measure and validate the entrance examination to higher education institutions. It is also recommended to design tests and questions appropriate to each field, use short answer tests, hold multiple national examinations throughout the year and validate the test results every two year.
Iranian Journal of Comparative Education
Comparative Education Society of Iran ( CESIR)
2588-7270
2
v.
4
no.
2019
518
532
https://journal.cesir.ir/article_105009_1ba197613bec62f941814f9827c1b670.pdf
dx.doi.org/10.22034/ijce.2020.105009