Showing 3 results for Phenomenology
Mr. Ahmad Zarei, Dr. Marzieh Dehghani, Dr. Keyvan Salehi,
Volume 7, Issue 14 (10-2019)
Abstract
The aim of this study was to examine the restrictions of parental involvement in secondary schools. The research approach was qualitative and phenomenological. The instrument for data collection was a semi-structured interview and research data was gathered from 6 parent, 5 teachers, 3 principal and 4 students in three schools in Tehran 6th district. The content of the living experiences of those groups was analyzed according to Colaizzi pattern. The research results showed the restrictions of parental involvement in 3 Emergent Theme and 7 Theme Clusters including, school related factors such as, Lack of Teacher and principals Preparation, Teachers Preconceptions about Parental Culpability, Home-School Scheduling Conflicts and Cultural difference between school / home. As parent related factors such as, Socio-economic condition and Lack of parental understanding of the value of their role, and finally, adolescent related factor such as, vagueness as to the role of parent involvement during adolescent years.
Mr. Hosein Sharafi, Dr. Bakhtiar Shabani Varaki, Dr. Mohammad Saeid Abdekhodaei, Dr. Ali Moghimi,
Volume 7, Issue 14 (10-2019)
Abstract
The main purpose of this paper is to explain the difficulties of existing assessment approaches and suggest an alternative approach in order to overcome these difficulties. Therefore, firstly, the existing assessment approaches have been criticized and next an intergral assessment approach was presented based on the neuro-phenomenology which was inspired by the causal layered analysis, Ken Wilber's theory of integral and fuzzy logic. The most important features of this approach to assessment are holographic attitudes towards human life, reciprocal relationships between mind, brain, body and environment and a synchronous consideration of first-person experiential and third-person experimental approaches to cognition.
Mr. Alireza Hooshmand, Prof Bakhtiar Shabani Varaki, Dr. Maghsood Amin Khandaghi, Dr. Ali Moghimi,
Volume 8, Issue 15 (3-2020)
Abstract
Curriculum theorizing is the methodology of the theory development. We recognize, two approaches to curriculum theorizing; explanation and understanding. Explanation resemble the processes of theorizing like natural scientist does and understanding is an approach to theorizing with its personal engagement consideration, uniqueness evolve from the complexity of and unrepeatable educational phenomena. In this article, two main ideas, objectivism-reductionism, subjectivism-mystrianism and a branch of the second idea so called; conceptualism are examined. It is argued that all three ideas are corresponding with the explanation or understanding and so their deficiency in human life is determined. It is argued that neurophenomenology could be considered as a remedy for the fragmental deficiency and incompetence of the current dominant positions in curriculum theorizing. We called the neurophenomenology inspired theorizing as; "understanding explanation" and explain it in reference to the Varrellas, Varela's methodology of reciprocal constraints.
