Semantic Networks
Abdolhamid Ghochani Gharavi; Mohsen Imani Naeini; Alireza Mahmmudnia; Hamidreza Rezazadeh Bahadoran
Abstract
IntroductionA close look at the state of education in Iran and the world shows that despite all efforts to raise the quality of education and upbringing of decent, cultured, and socialized people, human societies are still facing many problems in this field. The way out of these problems is to develop ...
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IntroductionA close look at the state of education in Iran and the world shows that despite all efforts to raise the quality of education and upbringing of decent, cultured, and socialized people, human societies are still facing many problems in this field. The way out of these problems is to develop an educational system suitable for human needs and talents. Anthropology is the general title and system of knowledge that includes any understanding of human beings from a philosophical, mystical, moral, and experimental point of view (Khosrupanah, 2014, p. 46). Without knowing human beings, it is not possible to know their talents and needs. with the correct knowledge of man and his various dimensions of existence, one can make the correct use of his talents. In other words, by knowing human beings, human talents can flourish. On the other hand, without knowing humans, the basic problem of education will not reach its final solution; That is, until the human being is unknown, it is not possible to present a correct educational system for the growth of the human being (Nasri, 2014, p. 29).Literature ReviewOver the past years, various researches have been conducted in order to analyze the ideas of martyr Motahari. For example, Hosseini (2009) in his work entitled "Religious-Educational Anthropology" has tried to show that the Islamic educational system pays attention to the elements and factors of the divine education of man and all the necessary propositions in the movement towards excellence. Karami (2007) in a research entitled "Human; Known Creature" investigated topics such as succession and guidance, legislative guidance and human perfection, moral guidance and inspiration, human inner desires and instincts, human knowledge and cognition, human psychological personality, and social life. Also, there have been researches in the field of moral education, such as Mousavi Faraz (2017), who in his research mainly focused on moral education based on the relationship between ethics and religion, the place of human dignity in moral education, and the place of truth and affection in moral education. Based on this, it can be seen that a complete semantic network of educational requirements according to the philosophy of Professor Motahari has not been presented. Based on this, in this research, we are trying to analyze the anthropology of Professor Shahid Morteza Motahari and explore the semantic network of educational requirements related to this anthropology.MethodologyThis research has a qualitative approach and has used descriptive-analytical and inferential research methods. The qualitative approach uses qualitative data to understand and explain phenomena and often seeks to understand the meanings, concepts, explanations, and characteristics of the subject under study (Delavar, 2019, p. 308). The first-hand documents used are the works of Professor Motahari and some articles and books of other researchers. To identify, extract, and categorize concepts, MaxQDA software and its coding tool were used. Qualitative content analysis is a method of subjectively interpreting the content of textual data through the processes of systematic classification, coding, and thematization. (Iman, 2011, p. 88). The qualitative content analysis method is a method to find the connection between different concepts and to recognize conceptual relationships.ResultsThis research shows that Shahid Motahari in his works, first by stating the existing distinctions between humans and other animals concludes that the superiority of humans over animals lies in special human tendencies that are embedded in human nature. Then, in the next stage, by distinguishing between the good and bad people of history and showing the reason for the privilege of the first group over the second group, he introduces human values as the criteria of humanity and finally argues that human values are the special human tendencies that are rooted in his human nature. These values, which are potentially present in human nature, are the special human talents that Shahid Motahari calls them human nature. In light of such knowledge, he believes that in education, it is necessary to know the human being, human talents, the details of the human mind, emotions and feelings, and even the supernatural root of human existence.DiscussionAccording to Shahid Motahari, a human is a creature with many privileges that distinguish him from other creatures, especially animals. What forms the foundation of human existence in nature (Fetrat), and Professor Motahari explains this issue completely by presenting the theory of nature. According to him, the main difference between humans and other living beings is the special human tendencies and the existence of freedom and choice. This point divides the duty of the teacher in the field of education into two very important parts. In the first part, the duty of the teacher is to provide the facilities, meet the needs of the student, and remove the existing obstacles and limitations for the flourishing of human talents. In the second part, the teacher has the duty of providing a system among human talents for the harmonious development of all of themConclusionIt is necessary to maintain a balance among all men's natural talents in human education. Paying attention to some talents and cultivating them, fighting with others, and not creating a balance between them, make a person a dangerous being. Accordingly, in order to answer the question of "how should a human being be educated", from the point of view of Professor Motahari, it can be said that every human being should be educated in such a way that he reaches his own goal; it means that his talents should be recognized and nurtured. That is, based on the knowledge of nature, we should cultivate all our talents in harmony with nature.
Mahmood Safari; Mohammadreza Pashaei; Golnaz Bakhshi
Abstract
The purpose of this research was to identify the effective factors in the establishment and implementation of knowledge management in Tehran education. The research methodology was applied in terms of purpose and qualitative and quantitative (mixed) in terms of information gathering. The statistical ...
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The purpose of this research was to identify the effective factors in the establishment and implementation of knowledge management in Tehran education. The research methodology was applied in terms of purpose and qualitative and quantitative (mixed) in terms of information gathering. The statistical population of the study consisted of two parts including the experts and all teachers working in Tehran education during the academic year 2017-2018 (45525 teachers). The sample of the research was 25 experts who were purposefully selected and 380 teachers (134 women and 246 men) who were selected based on the Cochran’s formula by simple random multi-stage cluster sampling. In order to collect data, a semi-structured interview and a researcher-made questionnaire were used based on the 5-point Likert scale. In addition, the validity of the questionnaire was confirmed by the experts; all components were calculated to range from 0.69 to 0.78 by using of factor analysis, which showed the validity of the tool. The reliability coefficient of the questionnaire was calculated 0.89 based on Cronbach's alpha. In order to analyze the data, NVivo software was used for coding (open, axial and selective coding) and SPSS, Lisrel and Smart-PLS software for t test, exploratory and confirmatory factor analysis Test. The main results of the research showed that the effective factors in establishment and implementation of knowledge management in Tehran education were respectively: "Cultural", "Organizational", "Human", "Economic", "Political" and "Technological" factors.
Afsaneh Abbasi; Faegheh Mohammadi; Leila Khalili; Torab Najjari
Abstract
The purpose of this study is to identify challenges and providing approaches towards attracting new- literate adults to the public libraries from the librarians’ perspectives. The method is qualitative exploratory case study. The population is public librarians and the sample are 14 librarians ...
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The purpose of this study is to identify challenges and providing approaches towards attracting new- literate adults to the public libraries from the librarians’ perspectives. The method is qualitative exploratory case study. The population is public librarians and the sample are 14 librarians employed in public libraries of the city of Azarshahr. Using purposive sampling data were gathered by semi-structured interviews and were analyzed using Glasser & Strauss’ Coding Technique. The participants of this research disclosed some major challenges towards attracting new literate adults to the public libraries including individual, social, physical, publishing and organizational challenges. Also The participants suggested some approaches to deal with the challenges such as cultural advertising, providing further support and facilities for the new literates by the public libraries and library cooperation with the other organizations. Applying the findings of this study would enable the public libraries to provide suitable services with the aim of attracting more new literate users to the public libraries.
Mostafa Jafari; Peyman Akhavan; Sayyed Hojatollah Eshaqi
Abstract
Aim: The subject of knowledge sharing is one of the important challenges in knowledge management. According to the Bandura theory, personal factors, environmental factors, and behavior are in reciprocal relations with each other. In this research, the impact of environmental and individual factors on ...
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Aim: The subject of knowledge sharing is one of the important challenges in knowledge management. According to the Bandura theory, personal factors, environmental factors, and behavior are in reciprocal relations with each other. In this research, the impact of environmental and individual factors on the attitude of knowledge sharing and also the effect of educational variables as a moderator between knowledge sharing attitude and knowledge sharing behavior have been investigated.Methodology: The method of this applied research is survey-correlation. The research population includes the staff of Allied Consulting Engineers Company, from which, 83 people were selected as sample based on simple sampling using Cochran's formula. The structural correlation validity, the research indicators with convergent and divergent validity models, and the reliability of the factor load indicators were valued at 0.8, while Cronbach's alpha coefficients and the reliability of the combinations were valued at 0.7.Findings: The findings show that independent structures (environmental and personal factors) with t values higher than 1.96 affect the dependent structure (knowledge sharing attitude); education moderating variable of GOF=0.408 has had a reverse effect on knowledge sharing attitude and knowledge sharing behavior.Conclusion: The knowledge sharing approach influences the behavior of knowledge sharing, and the education variable, with respect to the signs of its factor load, inversely modulates behavior and suggests that the higher the education of the people, the less their willingness to share knowledge
Mohsen Asghari; Hamid Rahimi
Abstract
The purpose of this study was the investigation of the relationship of knowledge conversion process with the innovation and creativity among the personnel of Amol Education office. The type of research was a descriptive correlational one. The statistical population of this study included all the 132 ...
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The purpose of this study was the investigation of the relationship of knowledge conversion process with the innovation and creativity among the personnel of Amol Education office. The type of research was a descriptive correlational one. The statistical population of this study included all the 132 personnel of Amol Education office in which 101 one of them were selected as the sample using the Cochran's Formula and the simple random sampling method. The required data for the study were collected through two knowledge conversion process questionnaires consisting of 24 items in four components and a questionnaire of innovation and creativity with 12 items base on the five Likert-typed scales. The content validity of the questionnaires was confirmed by experts. The reliability of the questionnaires of knowledge conversion process and the innovation and creativity one were estimated as 0.91 and 0.92 respectively using the Cronbach's Alpha coefficient. For data analysis one sampled T-Tests, multivariate analysis of Variance, Pearson correlational and regression coefficients were used. The results showed that innovation, creativity and knowledge conversion process are all above average in Amol Education office. Also, there is a positive and significant relationship between the knowledge conversions process with innovation and creativity which is the only internalization that can predict innovation and creativity.
