ابوطالب سعادتی شامیر

Purpose: The purpose of this study was to present a model of teaching philosophy to children considering the role of Social Intelligence in the academic year of 2018-2019. Methodology: This research was a descriptive-correlational study in terms of data gathering method and applied method was employed. The method of this applied research was qualitative-quantitative combination of exploratory and descriptive-correlation. In this research, firstly, through the study of literature and semi-structured interviews, the model of teaching philosophy to children was extracted in a participatory manner, based on which a researcher-made questionnaire was obtained and then through a questionnaire and data analysis, first, the structural model. Following a documentary review of studies on the teaching of philosophy for children in a participatory manner in Iran and the world, as well as a survey of Tehran's teachers of education to review the status quo and conduct semi-structured individual interviews and administering a social intelligence questionnaire. Implemented Philosophy Education Questionnaire for Children The model was then evaluated to evaluate the suitability of the proposed model. The statistical population in this section of the study was academic community experts and education professionals with executive backgrounds at decision-making levels. The sampling method in the qualitative section will be purposeful. The number of interviewees was also determined based on the principle of saturation of 15 persons. The second group of the statistical population of this study included 1800 teachers in all elementary school teachers in Tehran. Cochran formula was used to determine the sample size. According to this formula, 317 individuals were considered as sample size. In this study, multi-stage cluster sampling method was used to select statistical samples in quantitative section. Social Intelligence questionnaire was employed as a measurement tool for the qualitative part. Findings: The results showed that human cognition, relation of concepts to each other, social intelligence, concept definitions, reasoning about concepts and critical thinking respectively have the highest factor loadings and factor weight on the second-order factor six-factor model of philosophy of education for children. Also result showed that the extracte factor had acceptable fitness with the model. Conclusion: children cannot differentiate between their 'feelings' and their 'self'. Teaching children philosophy in a participatory way teaches them to accept what they feel, rather than trivialize or negate their feelings that make them think they are worthless or embarrassing. One of the most successful efforts to change student learning is the Philosophy Education Program for Children.

The present study was conducted with the aim of examining the philosophical foundations of the model for identifying and educating gifted students in Finland and providing a model for elementary students. The method of the present study was correlational in terms of data collection and descriptive research in terms of method and applied research in terms of purpose. The population and the sample of the present study were Finland, which were selected using purposive sampling. In the construction of the tools, the theoretical content of the pattern of identifying and educating gifted students in Finland was first analyzed using the content analysis method. Then, using the results of a qualitative study based on the data foundation approach (exploratory) and the Delphi method, resulting from interviews with 7 education professionals who had experience in Finland and were familiar with its education system in elementary school. Existing components were developed. The questionnaire consisted of 54 initial questions and 57 final questions on a five-point scale. The reliability of this tool was calculated using Cronbach's alpha of 0.89. The results of factor analysis showed that the pattern of education of gifted students in Finland was obtained with 8 factors, which were the lack of formal exams and training, intelligence, teacher independence and stability, human and positive communication, complete teacher autonomy in choosing curriculum, Up-to-date educational technology, kind and optimistic teachers and students. Since the philosophical basis of Finland is to educate gifted students of existentialism and the school of constructionism. Therefore, it is suggested that a humane approach based on student needs and problem-oriented approach to education and give real value to students and teachers.

Purpose: According to self-determination theory well-being of individuals rests upon meeting the psychological need to autonomy, competence, and relatedness and the environment which provides the ground to meet these needs can facilitate psychological well-being of people. The goal of present research is to investigate the role of paternal and maternal autonomy support and warmth in psychological and social well-being of female students. Methodology: The design was correlational studies; 182 female freshmen students of Mashhad Payam-Noor University were selected using multistage random sampling and completed Perceptions of Parents Styles (POPS; Robbins, 1994), psychological well-being (Ryff, 1989) and social well-being (Keyes, 1998) questionnaires. Data analysis was done using correlation coefficients and stepwise regression in SPSS software. Findings: The findings showed that there was significant and positive relationship between paternal autonomy and social integration. Maternal warmth has positive relationships with self-acceptance, personal growth, social integration and social well-being. Paternal warmth has a positive significant relationship with self-acceptance, personal growth, psychological well-being, social integration, social contribution and social well-being. There was no significant relationship among maternal autonomy support with none of the research variables. Conclusion: It seems that warm and friendly behavior along with parents' affection toward children can have sustainable impacts on children's well-being.