Reflection on the concept of knowledge and education in the knowledge based

society

Khosro Bagheri (Ph.D)

Mohammad Reza Sharafijam (Ph.D)

Abstract

The term "knowledge based society" has been used in our policy making processes.

Careful consideration indicates that knowledge here refers to science and High-

Tech in the current world. It means that other types of knowledge are ignored

and even applied knowledge is solely sought in either explicit or practical forms.

Criticizing this idea, the present paper identified two types of reduction; 1) reduction

of various types of knowledge to experimental and technology-driven ones, and

2) reduction of forms of knowledge to applied information while neglecting other

implicit layers involved. Further, ethics has no room in a knowledge based society.

Critical analysis of knowledge in such notion would result in some implications for

teaching and learning processes. The current paper suggested some ways to go out

of such crisis and asserts that the experimental and technology-driven knowledge

should be accommodated in a wide-ranging realm of knowledge which is broad

enough to embrace all other types of knowledge. Moreover, imaginative, social

and moral dimensions of education should be particularly considered.

Keywords: knowledge based society, education, High-Tech, forms of

knowledge

ICT Based Curriculum Principles

Mohammad Attaran (Ph.D)

Mohsene Ayati (Ph.D)

Abstract

Currently various issues including globalization, ICT, cultural diversity, and the

like have affected the curriculum. The present paper aimed to articulate ICT Based

curriculum principles on the basis of various documents including, “Comparative

studies on development of ICT in the world”, “The first draft of philosophy of

education in the Islamic Republic of Iran”, and “Report on characteristics of the

ideal human being in the Islamic Republic of Iran with a 20-year horizon”. In

comparative studies, both theoretical and practical issues associated with ICT

development in four countries were examined and integrated in order to elicit

principles of curriculum development using deductive methods.

Keywords: ICT, curriculum

The Rhizome concept and its implications in curriculum development

Mehdi Sajadi (Ph.D)

Ali Amanzadeh (Ph.D)

Abstract

This paper drawing upon the Rhizome concept and its underpinning principles

articulates the smooth Rhizomatic space as the essence of the philosophy of Gilles

Deleuze and discusses its application in curriculum development. The Rhizome

concept and Rhizomatic space explain best the virtual learning environment.

The internet can operate like Rhizome under the same dominant principles. The

Rhizomatic environment looks at curriculum from a new perspective assuming

curriculum as a symbolic and moving event. Implications of the Rhizome theory

in curriculum development are examined as the main objectives of the study.

Keywords: Rhizome, Reteritorization, Smooth Space, Striated Space

A model based on cognitive approaches for development of electronic

university course contents in humanities

Mohammad Ali Mirzabeiki (Ph.D)

Seyed Kamal Kharazi (Ph.D)

Seyed Amin Mousavi

Abstract

Today ICT is an integral part of human life, facilitating e-learning as an emergent

and important function. Research indicates that e-learning failure is much due to

the lasting problem of inadequate course design and planning in this area. Based

on requirements of cognitive learning theories as well as features of electronic

course contents the present study aimed to develop a model for the development

of electronic course contents in order to fulfill cognitive needs of university

students particularly in humanities. Along with literature review, using qualitative

approach a purposeful sample of eight specialists of electronic course content

were interviewed. Finally, a model was developed with four stages including

analysis, design, production, and pilot implementation and amendment. It seems

that the model is in line with cognitive learning theories and appropriate for the

development of electronic course contents.

Keywords: e-learning environment

A new perspective to the planning of e-learning environment

Farhad Seraji (Ph.D)

Abstract

The purpose of this study is to offer a new perspective to the planning of

e-learning environments. There are two main approaches to the planning of

e-learning environments. First, the manager-oriented approach stresses on means

and management mechanisms as well as content presentation. Second, the

learner-oriented approach emphasizes on learning itself and needs and interests

of the learner while mechanisms and means of electronic communications are

emphasized. This paper argues that a new combined approach is required, in

which needs and interest of learner are preferred over management mechanisms

and content presentation.

Keywords: e-learning environment

The effects of utilizing ICT on studentsʼ ethical attitude

Jamileh Alamolhoda (Ph.D)

Bahram Saleh Seddigh(Ph.D)

Farhad Balash (Ph.D)

Mahboubeh Arefi (Ph.D)

The paper was conducted to study the effects of utilizing ICT on ethical attitude

of guidance schools male students. The statistical population of study consisted of

1, 3 & 4 educational districtsʼ students int Tehran City. Sampling procedure was

based on puropseful sampling method and 180 subjexts were selected to survey.

Two ICT and ethical attitude researcher-made questionnaires were be utilized.

Compounded statistical methods were taken to analyze the data, consequently,

"Virtual Communication Skill" was recognized as the most outstanding ICT factor

for changing studentsʼ ethical attitude.

Findings demonstrate that despite the effect of "Virtual communication Skill" on

studentsʼ ethical attitude, Dur to the three levels of attitude; cognitive, affective

and readiness for behavior, the impacts of "Virtual Communication Skill" were

definitely limited in two levels of readiness for behavior and affective state of

ethical values and there was no significant effect on cognitive levelʼs of ethical

attitude.

Keywords: Information & Communication Technology, Virtual Communication

Skill & Ethical attitude

 comparative study on teaching English at middle schools in Iran and

Japan

Khadijeh Safarnavadeh

Majid Aliaskari(Ph.D)

Abstract

Despite a long history of teaching English as a foreign language in Iran,

unfortunately, research revealed considerable shortcomings in this area.

Comparative study between Iran and Japan, as an advanced country, could help

us understand factors responsible for such a failure. Therefore, the present study

compared the English courses at years 7 to 9 in the two countries. Findings indicate

that English textbooks in Japan have taken communicative language teaching

approach whereas in Iran aural-verbal methods are followed, leading to different

learning activities and outcomes.

Keywords: English as a Foreign Language, comparative study