درخت حوزه‌های تخصصی

Purpose: Considering the role and importance of knowledge and its transfer in education, the purpose of this research was to investigating the inefficiency causes of education in the field of knowledge transfer. Methodology: This study in terms of purpose was from type of applied and in terms of implementation method was from type of qualitative. The research population was education specialists, principals, teachers, parents and high school students of Iran in the 2019-20 academic years. The sample size was considered 20 people which from each of the five group number of 4 people were selected as a sample by available sampling method. The research tool was a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.87. Data were analyzed by open, axial and selective coding method in MAXQDA software. Findings: The results showed that the inefficiency causes of educational institution in the field of knowledge transfer had 184 open codes or indicator, 16 axial codes or component and 7 selected codes or categorical. The category of objective had two components of human education and training, the category of teacher had four components of material and spiritual rights, selection, moral commitment and professional commitment, the category of student had two components of motivation and learning, the category of curriculum had two components of content and curriculum and settings, categories of educational methods had two components of teaching methods and teaching aids equipment, the category of educational environment had two components of educational space and secondary education space and the student's psychological category had two components of family and social status. Finally, based on them a pattern of inefficiency causes of education in the field of knowledge transfer was designed. Conclusion: According to the identified indicators, components and categories for the inefficiency causes of education in the field of knowledge transfer, planning is necessary to reduce the inefficiency of the mentioned institution in the field of knowledge transfer.

Purpose: Rumi is one of the Islamic thinkers who have presented its educational ideas and implications in a coherent way. Therefore, the purpose of this study was identifying the educational implications of Rumi and critical theorists and to examine their common and distinct aspects. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of documentary. The study population was all published sources about educational implications of Rumi and critical theorists in the last 30 years, which from them 20 cases from various sources by purposefully were selected as a sample. For information collection were used from taking notes method from sources and to data analysis were used from data analysis method. Findings: Findings showed that in the educational implications from Rumi's perspective, the most important goals for adolescents and youth was human cognition and for adults was to achieve the status of knowledge of God or nearness to God, the most important principles for adolescents and youth was responsibility during its education and for adults was companionship and the most important methods for adolescents and youth was advised and preached and for adults was to walk the path of wisdom. Also, in the educational implications from critical theorists perspective, the most important goals was educating the global citizen, the most important principles was criticism and the most important methods was using discourse. Other findings showed that the most important common aspects of Rumi and critical theorists in terms of goals was drawing cognitive, emotional and psycho-motor goals and emphasis on individual ethics, in terms of principles was classification of principles at macro, intermediate and micro levels and emphasis on self-evaluation and in terms of methods was the use of encouragement and punishment and emphasis on seminar and exchange. Also, the most important distinct aspects of Rumi and critical theorists in terms of goals was Rumi's emphasis on individual goals both worldly and otherworldly, but the critical theorists' emphasis on individual and social goals only worldly, in terms of principles was Rumi's emphasis on the originality of the soul and the primacy of inward evolution over outward evolution, but the critical theorists' emphasis on the originality of society reform and the primacy of society's transformation over its own evolution and in terms of methods was Rumi's emphasis on self-construction, individual excellence and internalized discourse of self-construction, but the critical theorists' emphasis was on transformation, social change and critical discourse. Conclusion: The results indicated that educational implications in terms of Rumi has more individual aspects based on growth, perfection and nearness to God, but educational implications in terms of critical theorists has more social aspects based on society reform, citizen education and change of current status. The mentioned results can have practical implications for experts of education in order to improve the current situation and help them to provide a suitable perspective for designing educational programs.