saied roomani; kobra .alipour; sedigeh farokhi
Abstract
Abstract The purpose of the present study was to identify the effective factors in academic immorality among students studying at Farhangian University. The statistical population of the study consisted of students Farhangian University of Khorramabad. 15 students were selected as the sample of the study ...
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Abstract The purpose of the present study was to identify the effective factors in academic immorality among students studying at Farhangian University. The statistical population of the study consisted of students Farhangian University of Khorramabad. 15 students were selected as the sample of the study using purposeful sampling and also theoretical saturation. Data extracted from semi-structured interviews, were analyzed using coding and extraction of main and minor themes. The findings of the research showed that the teaching staff included: the way of dealing with the teaching staff and academic position of the professors, university facilities including nutrition and university facilities, the contents of the courses include: content compatibility, future use and the content of specialized courses, friends and related issues Students themselves, as well as issues related to the policies of the University of Cultural Studies, include: Occupational policy and the policy of conducting classes are among the factors contributing to the students' academic immaturity. The findings of the research can be considered as part of the reform programs of the University of Cultural Studies in order to eliminate students' academic immensity. Key Words: Academic Immaturity, Phenomenology, Academic Position of Professors, Content Role
saeed beheshti
Abstract
Postmodernism, whether as a part of modernism or as a different and new phenomenon, is a relatively 11ew thinking in the realms of philosophy and philosophy of education. This viewpoint is not primarily a brainchild of philosophers. but certainly philosophers have contributed a fair share to its genesis ...
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Postmodernism, whether as a part of modernism or as a different and new phenomenon, is a relatively 11ew thinking in the realms of philosophy and philosophy of education. This viewpoint is not primarily a brainchild of philosophers. but certainly philosophers have contributed a fair share to its genesis and development. Perspectives of pragma I ists. ex is le 11 tia I is Is. pltenomenologis Is, Ii ngu ist iep hilosophers. and critical theorists have built the context of many principles of postmodernists. Post modernism has various branches both in the philosophy and in the philosophy of' education. Ethnographic approach. poststructuralist critical pragmatism, postliberalism. and social reconstructionalism are some perspectives. This variety is appeared with respect lo the three basic elements of formal education objectives. curricular, and methods
