درخت حوزه‌های تخصصی

It is believed that a considerable part of the American public believe in American exceptionalism, a belief that the United States possesses unique qualities and a special destiny that sets it apart from other nations, often linked to ideals of democracy and freedom. But are there people in the US who are artistically exceptionalist too? We used GSS 2014 survey data and selected those cases that either said they were somewhat proud or very proud of American artistic achievements. Overall, 1043 respondents fell in this category of American artistic exceptionalism and we put their data in a new SPSS file for further analysis. Initially, we held the belief that individuals who espouse American artistic exceptionalism were predominantly male, inclined towards conservatism, and aligned with the Republican party. However, our findings unequivocally refute these preconceptions. In instances such as political leanings and voting patterns, the data demonstrated precisely the opposite trend, revealing that American artistic exceptionalists were more inclined to identify as Democrats rather than Republicans.

Purpose: Epistemology as one of the philosophical foundations in the field of education can play an important role in blended learning, ie using more than one method, strategy and technique for learning. Therefore, the present study was conducted with the aim of designing and validation the epistemological model in blended learning Methodology: The present study was applied from type of qualitative-quantitative. The population of the qualitative section was the documents related to epistemology and blended learning in the years 1990 to 2020 which 80 books, 60 dissertations and 60 articles were selected by purposive sampling method and in addition, included experts in the field of philosophy of education and distance learning which based on the principle of theoretical saturation number of 10 people of them were selected by purposive sampling method. The population of the quantitative section were faculty members and doctoral students of the department of philosophy of education and distance learning of Payame Noor University in 2020-2021 years which based on Krejcie and Morgan's table number of 200 people of them were selected by stratified random sampling method with using the teacher and student ratio. The tool of the qualitative section was the recording of books, dissertations and articles and interviews with experts, and the tool of the quantitative section was a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed by coding method in MAXQDA software and exploratory factor analysis and one-sample t-test in SPSS software. Findings: Findings showed that the epistemological model in blended learning had 60 subcategories in 9 categories including purpose, evaluation, educational correction, content, teaching method, teacher, learner, media and cognitive presence that its model was drawn. Also, validation of model indicated that the factor load of all 6 questions related to validation of model was higher than 0.30, their validity was higher than 0.50 and their reliability was higher than 0.70. In addition, the mean of all 6 questions was higher than the hypothetical mean of the population (P<0.001). Conclusion: The findings showed that the designed model for epistemology in blended learning had good validity. Therefore, curriculum specialists and planners can use this model along with other models to improve blended learning