مطالب

The purpose of the present study is to investigate the way teachers evaluate students' performance in the CoVid-19 Pandemic and to identify challenges and solutions to overcome problems using lived experiences of parents, teachers and professionals. The current research is qualitative. To obtain the findings, the phenomenological method (semi-structured interview) was used. In this study, 25 primary school teachers and 25 parents of students in Ardabil city and 14 experts in this field across the country were selected by purposeful sampling method and theoretical saturation criteria. The results showed that during the CoVid-19 Pandemic, teachers used different methods for evaluation and faced many challenges, and were presented with suggestions to overcome them. Parents also expressed their opinions about how to evaluate teachers and provided solutions to solve the challenges. Later, in relation to the identified challenges, experts were interviewed, and in order to overcome challenges, strategies such as expansion of combined education, elucidating philosophy of evaluation and its ethical aspect to learners and parents, the development of communication infrastructures, use of research results, conducting continuous activity-based evaluations and in a practical and inferential manner, no restrictions on the use of networks, monitoring the work of teachers, emphasizing evaluation as a tool for learning not a means of stress, evaluating high levels of students' knowledge and avoiding emphasizing the evaluation of the low level of knowledge, and various other solutions that were presented in the findings section. Therefore, it is necessary for education practitioners to take advantage of the suggestions of parents, teachers, and especially experts in order to identify the challenges in the evaluation of students during the CoVid-19 Pandemic and overcome them according to the presented suggestions.

Haack articulates something of what she takes the moral demands of academic life to be, calling for such virtues as industry, honesty, realism, patience, and consideration. She then explains why she believes the current academic environment is sapping the strength of character these virtues require, and why graduate students are caught in the middle. She writes primarily about philosophy, but much of what she has to say applies to other humanities disciplines and much of that to other disciplines as well---and while she writes primarily about the U.S. situation, much of what she says applies elsewhere too.

Pluralists believe in the occurrence of numerically distinct spatiotemporally coincident objects. They argue that there are coincident objects that share all physical and spatiotemporal properties and relations; nevertheless, they differ in terms of modal and some other profiles. Appealing to the grounding problem according to which nothing can ground the modal differences between coincident objects, monists reject the occurrence of coincident objects. In the first part of this paper, I attempt to show that the dispute between monists and pluralists cannot be settled based upon the grounding problem tout court. I argue that the grounding problem or a very similar problem is a challenge for all monists and pluralists alike if they are ontologically committed to the existence of composite objects as independent entities. In the final part, adopting the Aristotelian account of essence, I propose a solution that enables pluralists to plausibly ground modal differences between coincident objects.  

One of the most important and most discussed problems of traditional and contemporary metaphysics and philosophy of science is the problem of causality. The problem has generated a lot of controversies and debates from scholars. One clear point amidst these discussions on the causality problem is that the last has neither been written nor heard. It remains an open-ended issue for philosophical consideration. The causation problem itself is not just a problem but a cluster of problems with puzzling questions such as; how do causes bring about their effects? Our concern in this paper is not to examine all the problems that are embedded in the relationship between cause and effect, but to focus on the metaphysical problem of how cause, conceived as a separate event is related or connected to the effect. Several theories have been postulated by Western scholars like Aristotle, Spinoza, Hume, Hempel, Russell, Kant, Mill, among others to explain the kind of causal connection obtainable between causes and effects. Some of these theories of causation are traditional view or common sense view, Humean, and the host of others. It is a fact that some of these theories have failed in proffering a philosophical solution to the traditional causation problem. In an attempt to further reflect on the traditional causation problem, this paper undertakes an exposition of the nature of causality, determinism, freedom and predestination in traditional African thought with the aim of proffering better explanation towards resolving the traditional causation problem.

Educational technology has grown appreciably in recent years and the number of books and articles published in this field is increasing day by day, and therefore the necessity of scientific research is determined. The current research is a kind of descriptive study that was carried out using scientometric indicators. the research area includes all the articles on Educational technology that were indexed in the Science Direct citation database from 1999 to 2022, and after filtering them, 7550 of them were analyzed with the help of Excel and VOS Viewer software. It was analyzed for analysis and display of data. The results of the research show that the number of articles has an upward trend and 2015 had the largest share in the number of articles. Also, Research articles (7,442), Journal Procedia - Social and Behavioral Sciences (2,111) and scientific field Social Sciences (3,220) were ranked first. 13 clusters were identified that the topics of lifelong learning, instructional design, secondary education, interactive learning environment, architectures for educational, and pedagogical are very popular and also Previous in the field of Elearning and subjects: COVID-19, artificial intelligence, gamification, learning analytics, augmented reality, and Distance learning are new in the field of Educational Technology.

With the corona epidemic, virtual education has received the attention of the educational system more than before. Taking advantage of virtual education regardless of its basic principles and possible challenges will cause obstacles and problems in the implementation, effectiveness, and practical use of its capacities. The aim of the current research was to study the phenomenological challenges of virtual education and evaluation in primary schools from the perspective of teachers and parents. The research method was qualitative and phenomenological. The participants were 34 teachers and parents of elementary school students of Gonabad city (17 persons in each group), who were selected using the snowball sampling method. To collect the data, a semi-structured interview was used. Based on theoretical saturation, 34 interviews were conducted. To analyze the data, the seven-step Claysey method was used. After removing similar items and formulating concepts, the data analysis process led to the extraction of 48 sub-concepts. Sub-concepts were categorized under 4 main categories: 1) cultural and social challenges, 2) technical and infrastructure challenges, 3) educational challenges, and 4) ethical challenges. The results of the present study can be used to solve possible challenges and increase its effectiveness while using the capabilities of virtual education.