Dr. Elham Shirvani

The utilization of pragmatic educational theories, notably influenced by Deweyan perspectives, has resulted in substantial changes in global educational frameworks. Nevertheless, the incorporation of pragmatist theories in the educational landscape of Iran has encountered various impediments. This paper investigates the Iranian educational system, specifically addressing challenges in implementing pragmatist theories for children aged 8-12. It delves into the key features of pragmatist theories and scrutinizes three aspects of the Iranian educational framework: (1) the definition of childhood, child marriage, and child labor; (2) the societal contexts shaping education in Iran; and (3) the essential educational infrastructures required for effective pedagogy. The findings underscore political influences and the lack of a robust educational model as primary obstacles to realizing pragmatic pedagogy for Iranian children aged 8-12.

State of the art technology has the tremendous impact on our life, in this situation education system have been influenced as well as. In this paper, tried to compare two space of learning text and hypertext with each other, and some challenges of using hypertext in religious education. Regarding the fact that, hypertext is an undeniable part of learning in this world and it has highly beneficial for the education process from class to office and home. In this paper tried to solve this question: the consequences and challenges of applying hypertext in religious education. Also, the consequences of this survey demonstrate the role of curriculum designer and planner of education to solve this problem.

In this paper, we examine the connection between the human mind and body within the framework of Merleau-Ponty's phenomenology. We study the role of this connection in designing more efficient learning environments, alongside the findings in physical recognition and educational neuroscience. Our research shows the interplay between the mind and the body in the external world and discusses its implications. Based on these observations, we make suggestions as to how the educational system can benefit from taking into account the interaction between the mind and the body in educational affairs.

The application of pragmatic theories, particularly Dewey's views, in pedagogy has brought about significant transformations in educational systems worldwide. However, in the case of Iran, the implementation of pragmatist theories in education has faced various challenges. This paper examines the Iranian educational system, focusing on the obstacles hindering the application of pragmatist theories for children aged 8-12. It explores the characteristics of pragmatist theories and analyzes three dimensions of the Iranian educational structure: (1) defining childhood, child marriage, and child labor; (2) the social backgrounds of education in Iran; and (3) the educational facilities necessary for effective pedagogy. The conclusions highlight political factors and the absence of a robust educational model as the main barriers to realizing pragmatist pedagogy for Iranian children aged 8-12.

not isolated from the body but intimately tied to it. This perspective provides a fresh approach to the mind-body problem, emphasizing the role of the environment and perceptual experiences in shaping cognition. We invite further research into the practical applications of embodied cognition in fields like artificial intelligence, robotics, and psychology, and encourage investigations into the intersections between cognitive science and various branches of philosophy, offering valuable insights into the nature of consciousness and cognition. In essence, this study provides a comprehensive overview of the evolution and implications of embodied cognition, laying the groundwork for further research and fostering a deeper appreciation of the profound shifts in perspective that this theory brings to our understanding of the human mind.

There have been several important breakthroughs in the fields of philosophy of mind, philosophy of religion, and neuroscience in recent centuries. Despite their complexities and varying opinions in each field, the majority of these breakthroughs tend to view human consciousness as a concrete reality influenced by physiological, social, and environmental factors. This raises the question of why such a dominant perspective did not prevail throughout the history of philosophy and why there were inclinations to deny it. Additionally, why did great philosophers throughout history reject the notion of embodied knowledge, which is a revolutionary approach in both philosophy and neuroscience and holds significant implications across diverse fields, from educational sciences to artificial intelligence? In this paper, we explore the reasons behind these questions. Firstly, we trace the origins of this perspective back to ancient Greek philosophers, including figures like Anaxagoras, Plato, and Aristotle. Next, we examine the reasons for the continuation of this line of thought among modern philosophers, including prominent figures like Descartes and Kant. Lastly, we delve into the approaches and attitudes of pioneering philosophers such as Schopenhauer and Nietzsche, who diverged from the mainstream and emphasized the significance of the body in knowledge and consciousness. Understanding the historical neglect of embodiment in philosophy is essential to fully grasp the complexities of human consciousness. By incorporating insights from both historical and contemporary perspectives, we can gain a deeper understanding of the embodied nature of knowledge and its far-reaching impact on various philosophical, scientific, and practical domains.

Formation of the concept of embodiment in the contemporary philosophy and neuroscience, and elaborating and developing of it in recent century, open a lot of approaches up in different fields; one of them is educational sciences. As the theory is revolutionary, its employment in other fields would be revolutionary necessarily. Yet theories related to embodiment and knowledge take many different forms and have many different theorists and schools. In this paper, having Gilles Deleuze's doctrines in mind, especially the concept of rhizome, we try to elicit his doctrines about embodiment. Thus, doctrines of one of important contemporary philosophers would be related to one of most important contemporary theories. Then, we will apply the results to education. This paper, in fact, has two main parts: first, Deleuze and embodiment, and second, applying it to education. In the latter, a few elements of education, i.e., the role of student, the class and school, would be seen in the light of what is come from the former.

Kuhn always purposed this problem that the changes that had occurred in the world were all based on scientific revolutions. He based this theory on different subjects and paradigms, and most importantly, part of his philosophy, which is incommensurable. We want to tend to this issue in this article, that do changes actually take place in the world or in our own minds, according to Kuhn and other philosophers. Also, the change and incommensurability are understandings that can be added together. In addition, with attention to different scientific paradigms, will they cause new normalcies in the world? Kuhn speaks of Kanti’s approach to the old conditions of the World and the changes in it. Our purpose is to discuss Kuhn’s view about this issues and issues surrounding it. From the results gathered in this article, we can say that after the changes in the paradigm, scientists are faced with a changed world instead of assuming that the world is steady and our world views have changed. I...

In this paper, we examine the connection between the human mind and body within the framework of Merleau-Ponty's phenomenology. We study the role of this connection in designing more efficient learning environments, alongside the findings in physical recognition and educational neuroscience. Our research shows the interplay between the mind and the body in the external world and discusses its implications. Based on these observations, we make suggestions as to how the educational system can benefit from taking into account the interaction between the mind and the body in educational affairs.

State of the art technology has the tremendous impact on our life, in this situation education system have been influenced as well as. In this paper,  tried to compare two space of learning text and hypertext with each other, and some challenges of using hypertext in religious education. Regarding the fact that, hypertext is an undeniable part of learning in this world and it has highly beneficial for the education process from class to office and home. In this paper tried to solve this question: the consequences and challenges of applying hypertext in religious education. Also, the consequences of this survey demonstrate the role of curriculum designer and planner of education to solve this problem.

Epistemology is defined as theory of knowledge and the ways of achieving it. Epistemology is research
questions of the possibility of knowledge and the riddle of knowledge. Epistemology and methodology
despite being interconnected are inseparable and are not reducible from each other. In addition, their
relationship is direct, meaning that ontology logically precedes epistemology and epistemology
proceeds methodology, logically. In other words, it has very close relations with epistemology; there
are three types of methodology: proof, interpretive and critical. In this paper, we seek to examine the
perspective of Feyerabend’s epistemology and its implications in research of methodology. We will first
review and analyze the paradigms of research methodology and then, the description of Feyerabend’s
epistemology, and finally, assess the implications of methodological approach to research in education
from Feyerabend’s point of view.