INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Explaining Media Literacy Education Model for Second-Grade Elementary Students based on P4C PrinciplesExplaining Media Literacy Education Model for Second-Grade Elementary Students based on P4C Principles554810.30465/fabak.2020.5548FASaeidAnsariPh. D. Student in Philosophy of Education, Bu Ali Sina University, Hamadan.FarhadSerajiAssociate Professor, Department of Educational Sciences, Bu Ali Sina University, HamadanMohammaRrezaYousefzadehAssociate Professor, Department of Educational Sciences, Bu Ali Sina University, Hamadan.Journal Article20200920The main objective of the study is to explain the media literacy education model for second-grade elementary students based on philosophy for children (P4C) principles. The research study applies a mixed (qualitative and quantitative research) method, using concept analysis, progressive inductive and descriptive-survey approaches. Based on the findings, there are significant relationships between the components of P4C and the indicators of the levels of media literacy (functional consuming, critical consuming, functional prosuming, and critical prosuming). On the other hand, the P4C principles include rationality as an organizing factor, education as an inquiry process, classroom as a community of inquiry and self-conscious thinking. Correspondingly, promoting self-leadership through the development of caring, critical and creative thinking; challenging content with research capacity; method of dialogue-based community of inquiry; and self-evaluation technique are deduced as essential elements of the media literacy education model based on the philosophy for children in the second-grade elementary courses.The main objective of the study is to explain the media literacy education model for second-grade elementary students based on philosophy for children (P4C) principles. The research study applies a mixed (qualitative and quantitative research) method, using concept analysis, progressive inductive and descriptive-survey approaches. Based on the findings, there are significant relationships between the components of P4C and the indicators of the levels of media literacy (functional consuming, critical consuming, functional prosuming, and critical prosuming). On the other hand, the P4C principles include rationality as an organizing factor, education as an inquiry process, classroom as a community of inquiry and self-conscious thinking. Correspondingly, promoting self-leadership through the development of caring, critical and creative thinking; challenging content with research capacity; method of dialogue-based community of inquiry; and self-evaluation technique are deduced as essential elements of the media literacy education model based on the philosophy for children in the second-grade elementary courses.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822The Effectiveness of Teaching Life Skills (Critical Thinking) on Self-Control and Attitudes toward Drug Abuse among High-School StudentsThe Effectiveness of Teaching Life Skills (Critical Thinking) on Self-Control and Attitudes toward Drug Abuse among High-School Students554710.30465/fabak.2020.5547FARaminHabibi-KaleybarAssociate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, IranJafarBahadorikhosroshahiPh. D student in Educational Psychology, Department of Education, Faculty of Education & Psychology, Azarbaijan Shahid Madani University, Tabriz, IranJournal Article20200920This study seeks to investigate the effectiveness of teaching life skills (critical thinking) on self-control/ self-mastery and attitudes toward drug abuse among high-school students. The research applies a quasi-experimental pretest-posttest design method involving a control group. The statistical population included female high-school students in District 4 of Tabriz city in the academic year 2019-2020, among which 30 students were selected by the purposive sampling approach. The subjects were randomly divided into two experimental and control groups (n=15). The experimental group was trained for life skills (critical thinking) during ten sessions, while the control group did not receive any training in this regard. The Addiction Preparation Scale (Wade & Butcher, 1992) and Tangney's Self-Control Scale (SCS, Tangney et al., 2004) were used to collect data. Data analysis was carried out through the analysis of covariance. The results reveal that teaching life skills (critical thinking) can exert an impact on students’ self-control and attitudes toward drug abuse. In fact, life skills training enhances self-control and reduces students’ positive attitudes toward drug abuse. Therefore, learning life skills plays an important role in students’ self-control and attitudes toward drug abuse.This study seeks to investigate the effectiveness of teaching life skills (critical thinking) on self-control/ self-mastery and attitudes toward drug abuse among high-school students. The research applies a quasi-experimental pretest-posttest design method involving a control group. The statistical population included female high-school students in District 4 of Tabriz city in the academic year 2019-2020, among which 30 students were selected by the purposive sampling approach. The subjects were randomly divided into two experimental and control groups (n=15). The experimental group was trained for life skills (critical thinking) during ten sessions, while the control group did not receive any training in this regard. The Addiction Preparation Scale (Wade & Butcher, 1992) and Tangney's Self-Control Scale (SCS, Tangney et al., 2004) were used to collect data. Data analysis was carried out through the analysis of covariance. The results reveal that teaching life skills (critical thinking) can exert an impact on students’ self-control and attitudes toward drug abuse. In fact, life skills training enhances self-control and reduces students’ positive attitudes toward drug abuse. Therefore, learning life skills plays an important role in students’ self-control and attitudes toward drug abuse.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Three-Dimensional Perception and Its Development in Children Aged 7 to 11Three-Dimensional Perception and Its Development in Children Aged 7 to 11569910.30465/fabak.2020.5699FAMasoomehRasouliM.A. in Industrial Design, Department of Industrial Design, University of Art.NiloofarShadmehriAssistant Professor, Department of Industrial Design, University of Art0000-0002-6935-7791Journal Article20201027An understanding of the third dimension is a skill required for many professions in science, technology, engineering, mathematics and arts. Ability of spatial intelligence, representing the three-dimensional visualization of objects, can be developed in childhood. The current practical study aims to investigate how children aged 7 to 11 years old perceive the third dimension of objects and how they can be informed about attributes of an object. The statistical sample consisted of 600 children aged 7 to 11 years old which were randomly selected. The survey questionnaire was used in accordance with children’s understanding. The collected data were analyzed using the SPSS Statistical software V22.0. Based on the results obtained (p < 0.05), the children responded correctly to questions on dimensional objects previously encountered in the form of everyday objects and toys. For the subjects, to understand the characterization of an objects seems easier than to understand the dimension of the same object and how it was formed. In the face of any object, they described it in two-dimensional forms. Some designing requirements for devices or environments as to foster children’s third-dimensional understanding are the necessity for touching objects, not using unfamiliar objects as to form an understanding of the third dimension, and designing an educational space so that the child can be inside the objects.An understanding of the third dimension is a skill required for many professions in science, technology, engineering, mathematics and arts. Ability of spatial intelligence, representing the three-dimensional visualization of objects, can be developed in childhood. The current practical study aims to investigate how children aged 7 to 11 years old perceive the third dimension of objects and how they can be informed about attributes of an object. The statistical sample consisted of 600 children aged 7 to 11 years old which were randomly selected. The survey questionnaire was used in accordance with children’s understanding. The collected data were analyzed using the SPSS Statistical software V22.0. Based on the results obtained (p < 0.05), the children responded correctly to questions on dimensional objects previously encountered in the form of everyday objects and toys. For the subjects, to understand the characterization of an objects seems easier than to understand the dimension of the same object and how it was formed. In the face of any object, they described it in two-dimensional forms. Some designing requirements for devices or environments as to foster children’s third-dimensional understanding are the necessity for touching objects, not using unfamiliar objects as to form an understanding of the third dimension, and designing an educational space so that the child can be inside the objects.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Representation of Cognitive Processes in Folktale of “Aunt Beetle Wedding”: A Discourse Analysis-based ResearchRepresentation of Cognitive Processes in Folktale of “Aunt Beetle Wedding”: A Discourse Analysis-based Research583010.30465/fabak.2020.5830FAAmirhosseinZanjanbarM.A. in Children ̓s and Young Adult Literature, Payame Noor University, Tehran, Iran.0000000235179798HusseinZare’. Professor, Department of Psychology, Payame Noor University, Tehran, Iran.Journal Article20201204Discourse analysis is a research method to study the formation of meaning in linguistic units larger than sentences, which takes into account a metalingual function, in addition to language. Unlike discourse analysis approaches to language, this study focuses on the analysis of cognitive psychology as a metalingual attribute of discourse. In the folktale of “Aunt Beetle Wedding”, the theme of “marriage” confronts each of the characters with cognitive challenges of judgment, decision-making and problem-solving. Hence, the research applies an approach based on cognitive psychology for analysis of the story. The present study aims to reveal some hidden relationships between characters’ words and actions with their own cognitive processes (rather than the reader’s cognitive processes) through the story’s social situations. In this regard using a descriptive-analytical method, this study answers the question: how are dialectical discourses formed between different characters guided/ managed by their hidden cognitive processes? Due to children’s identification with story characters, they unknowingly institutionalizes how to use those cognitions used by the character in their own cognitive network. Therefore, the representation of cognitive processes of story characters is correlated with the representation of cognitive processes of readers. In this regard, the present study concludes that the representation of some tasks that are accompanied by interpretive results in such stories as “Aunt Beetle Marriage” reinforces deepening and expanding of general cognitive processes in children.Discourse analysis is a research method to study the formation of meaning in linguistic units larger than sentences, which takes into account a metalingual function, in addition to language. Unlike discourse analysis approaches to language, this study focuses on the analysis of cognitive psychology as a metalingual attribute of discourse. In the folktale of “Aunt Beetle Wedding”, the theme of “marriage” confronts each of the characters with cognitive challenges of judgment, decision-making and problem-solving. Hence, the research applies an approach based on cognitive psychology for analysis of the story. The present study aims to reveal some hidden relationships between characters’ words and actions with their own cognitive processes (rather than the reader’s cognitive processes) through the story’s social situations. In this regard using a descriptive-analytical method, this study answers the question: how are dialectical discourses formed between different characters guided/ managed by their hidden cognitive processes? Due to children’s identification with story characters, they unknowingly institutionalizes how to use those cognitions used by the character in their own cognitive network. Therefore, the representation of cognitive processes of story characters is correlated with the representation of cognitive processes of readers. In this regard, the present study concludes that the representation of some tasks that are accompanied by interpretive results in such stories as “Aunt Beetle Marriage” reinforces deepening and expanding of general cognitive processes in children.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822A Review of Effectiveness of Teaching Philosophy to Children on Critical Thinking Skills of Sixth-Grade StudentsA Review of Effectiveness of Teaching Philosophy to Children on Critical Thinking Skills of Sixth-Grade Students583110.30465/fabak.2020.5831FANayerehShahmohammadiAssistant Professor, Organization for Educational Research and Planning (OERP), Ministry of EducationJournal Article20201204The current study aims to investigate the impact of teaching philosophy to children on critical thinking skills of sixth-grade elementary students in the city of Ray. It is an applied and quasi-experimental research study using the pretest-posttest design involving a control group. Among the statistical population consisting of female students in the sixth-grade elementary school at the city of Rey, a number of 60 subjects were selected as the research sample. The subjects were randomly assigned to two experimental and control groups (n= 30). The teaching process for the experimental group was implemented during 10 one-hour sessions; however, the control group continued their normal activities with no additional training sessions. The teaching was done using Lipman’s approach to philosophy for children (P4C). The research instrument was the Ricketts' (2003) Critical Thinking Disposition Questionnaire for which the reliability was obtained after a pilot test on 30 students using the Cronbach’s alpha of 0.82. The Analysis of covariance (ANCOVA) method was carried out for data analysis. The results indicate that teaching philosophy to children has a significant impact on their critical thinking and its components (creativity, commitment, maturity), also it enhances the levels of critical thinking among the sixth-grade elementary students being studied.The current study aims to investigate the impact of teaching philosophy to children on critical thinking skills of sixth-grade elementary students in the city of Ray. It is an applied and quasi-experimental research study using the pretest-posttest design involving a control group. Among the statistical population consisting of female students in the sixth-grade elementary school at the city of Rey, a number of 60 subjects were selected as the research sample. The subjects were randomly assigned to two experimental and control groups (n= 30). The teaching process for the experimental group was implemented during 10 one-hour sessions; however, the control group continued their normal activities with no additional training sessions. The teaching was done using Lipman’s approach to philosophy for children (P4C). The research instrument was the Ricketts' (2003) Critical Thinking Disposition Questionnaire for which the reliability was obtained after a pilot test on 30 students using the Cronbach’s alpha of 0.82. The Analysis of covariance (ANCOVA) method was carried out for data analysis. The results indicate that teaching philosophy to children has a significant impact on their critical thinking and its components (creativity, commitment, maturity), also it enhances the levels of critical thinking among the sixth-grade elementary students being studied.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Form and Color in Kids’ Logo Design with an Emphasis on Referential Signs and SymbolismForm and Color in Kids’ Logo Design with an Emphasis on Referential Signs and Symbolism552410.30465/fabak.2020.5524FAHosseinAbeddoustAssistant Professor, Department of Graphics, Faculty of Art and Architecture, University of Guilan, Rasht, Iran.0000-0001-6413-9130Journal Article20200917The current study examines the visual and written symbols in kids’ logos in the process of conveying visual meaning of logos to the audience. The main research question concerns the characteristics of form and color in kids’ logos and the nature of functions of referential and symbolized signs in a logo’s design and communication process. Further, how a child encounters such logos is of particular interest in this paper. It is a descriptive-analytical research, and the data collection method is a combination of library archive by taking notes and capturing images, and field observations using open questionnaires and interviews with children. Data analysis is qualitative in nature. According to the results, the signs used in kids’ logos are mostly iconic and symbolized. While referring the audience’s mind to the outside world, these signs introduce novel and innovative forms and these are more enduring in the audience’s mind than the completely referential signs. The interaction between symbolized and referential signs forms a general face of the logo. Happy colors and contrast coloring add the visual appeal of the logo. Conciseness and abstractness are the unique attributes for those logos which are of interest to childrenThe current study examines the visual and written symbols in kids’ logos in the process of conveying visual meaning of logos to the audience. The main research question concerns the characteristics of form and color in kids’ logos and the nature of functions of referential and symbolized signs in a logo’s design and communication process. Further, how a child encounters such logos is of particular interest in this paper. It is a descriptive-analytical research, and the data collection method is a combination of library archive by taking notes and capturing images, and field observations using open questionnaires and interviews with children. Data analysis is qualitative in nature. According to the results, the signs used in kids’ logos are mostly iconic and symbolized. While referring the audience’s mind to the outside world, these signs introduce novel and innovative forms and these are more enduring in the audience’s mind than the completely referential signs. The interaction between symbolized and referential signs forms a general face of the logo. Happy colors and contrast coloring add the visual appeal of the logo. Conciseness and abstractness are the unique attributes for those logos which are of interest to childrenINSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Invastigating techniques of the simulacrum in chidren thoutht in Ahmadreza Ahmadi's worksInvastigating techniques of the simulacrum in chidren thoutht in Ahmadreza Ahmadi's works583310.30465/fabak.2020.5833FAFatemehCasiAssistant Professor of Persian Language and Literature, Payame Noor UniversitySeddighehAlipoorAssociate Professor of Persian Language and Literature, Shahid Bahonar University of KermanJournal Article20201204The term of postmodernism has been introduced in the different field of humanities like sociology, psychology and philosophy. One of the theorician of postmodernism is jean Baudrillard. He has been introduced simulacrum in place of reality and hyper reality that can be percieved from philosophic imagery. children of Ahmadi 's works are acquainted with the experiences of human in the modern era which deny the certanties and enter them into simulacrum .By interpreting Ahmadi's childish works, readers float between imagery and reality, childhood and manhood and hyper reality. This research is investigating techniques of simulacrum in the works of Ahmasi based on Baudrillard's theory and also from childern thought point of view with descriptive analytic .The results show that the writer wants to reduce the bitterness of life in the world of modernity and persuade them to do philosophy about life in the disturbance and perplexity of it in that era by entering the events of the dream world into real world, uses magical writing and techniques of surrealism etc and provides a sweet experience for the children and vanishes their disappiontment intheir life. <br /> <br /> The term of postmodernism has been introduced in the different field of humanities like sociology, psychology and philosophy. One of the theorician of postmodernism is jean Baudrillard. He has been introduced simulacrum in place of reality and hyper reality that can be percieved from philosophic imagery. children of Ahmadi 's works are acquainted with the experiences of human in the modern era which deny the certanties and enter them into simulacrum .By interpreting Ahmadi's childish works, readers float between imagery and reality, childhood and manhood and hyper reality. This research is investigating techniques of simulacrum in the works of Ahmasi based on Baudrillard's theory and also from childern thought point of view with descriptive analytic .The results show that the writer wants to reduce the bitterness of life in the world of modernity and persuade them to do philosophy about life in the disturbance and perplexity of it in that era by entering the events of the dream world into real world, uses magical writing and techniques of surrealism etc and provides a sweet experience for the children and vanishes their disappiontment intheir life. <br /> <br /> INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Epistemological Foundations for Elements of Popular Culture in Poetry for Children and Young AdultsEpistemological Foundations for Elements of Popular Culture in Poetry for Children and Young Adults130558610.30465/fabak.2020.5586FAMaryamKamali. Ph. D. Student in Persian Language and Literature, University of Mohaghegh Ardabili.HosseinNovinAssociate Professor, Department of Persian Language and Literature, University of Mohaghegh ArdabiliAsgharSalahiAssociate Professor, Department of Persian Language and Literature, University of Mohaghegh Ardabili.Journal Article20200926Poetry for children and young adult refers to a category of conceptual poems involving a variety of themes for educating and informing the audience. Among these themes are the elements of popular culture. In this study using a descriptive-analytical method, an attempt is made to investigate and explain important elements of popular culture which poets in the field of children and young adult literature have served as a means for educational and moral purposes and for the enlightenment of individuals in society. To this end, the poems of the last three decades were studied. Then, their prominent cultural elements were extracted and the relevant objectives were analyzed. The research findings show that by using the elements of popular culture, poets of the children and young adult literature have contributed to the preservation and protection of the culture and national identity of the community, in addition to presenting a clear picture of the society’s culture and teaching cultural issues. They have considered the role of both (material and immaterial) elements of the popular culture as necessary to recognize and sustain the culture of society and pointed out to a wide range of educational, moral, and psychological principles using such cultural components. Indeed, the application of cultural elements in poetry of children and young adults reveals an epistemological and educational approach in nature.Poetry for children and young adult refers to a category of conceptual poems involving a variety of themes for educating and informing the audience. Among these themes are the elements of popular culture. In this study using a descriptive-analytical method, an attempt is made to investigate and explain important elements of popular culture which poets in the field of children and young adult literature have served as a means for educational and moral purposes and for the enlightenment of individuals in society. To this end, the poems of the last three decades were studied. Then, their prominent cultural elements were extracted and the relevant objectives were analyzed. The research findings show that by using the elements of popular culture, poets of the children and young adult literature have contributed to the preservation and protection of the culture and national identity of the community, in addition to presenting a clear picture of the society’s culture and teaching cultural issues. They have considered the role of both (material and immaterial) elements of the popular culture as necessary to recognize and sustain the culture of society and pointed out to a wide range of educational, moral, and psychological principles using such cultural components. Indeed, the application of cultural elements in poetry of children and young adults reveals an epistemological and educational approach in nature.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Role of Artistic Images in Rational Conflict of Young Adults with Death based on Gilbert Durand’s Model for Structures of Imagination: A Case Study of the Novel “Beyond the Sea of the Dead”Role of Artistic Images in Rational Conflict of Young Adults with Death based on Gilbert Durand’s Model for Structures of Imagination: A Case Study of the Novel “Beyond the Sea of the Dead”582910.30465/fabak.2020.5829FAAyoobMoradiAssistant Professor, Department of Persian Language and Literature, Payame Noor University, Tehran, IranSaraChalakAssistant Professor, Department of Persian Language and Literature, Islamic Azad University, East Tehran Branch, Tehran, IranJournal Article20201204The French thinker and philosopher, Gilbert Durand, considers the roots of many human fantasies to be archetypes, the main origin of which is the man’s fear of the passage of time and his attempts to control it. Accordingly, he divides imaginary symbols into two main regimes: diurnal and nocturnal. The diurnal regime represents the fear of death, while the nocturnal regime is a moderator for this fear. This approach plays a significant role in identifying hidden motives that unconsciously impose themselves on the artist’s mind. For the novel “<em>Beyond the Sea of the Dead</em>” by Masoumeh Mirabutalebi, the main concern is the issue of death and how to present it to the young adult audience. This work attempts to confront the audience with an appropriate face of death by using imaginary pictures. The present article applies a descriptive-analytical method to examine the effect of images provided by the novel on modulating the young audience’s fear of death. The results show that the author has made the most use of the diurnal regime of imaginations, with animal, darkness and falling symbolism are most strongly reflected, respectively. Available contrasts between these images represent death, life, fear of death, and proper confrontation with this fear.The French thinker and philosopher, Gilbert Durand, considers the roots of many human fantasies to be archetypes, the main origin of which is the man’s fear of the passage of time and his attempts to control it. Accordingly, he divides imaginary symbols into two main regimes: diurnal and nocturnal. The diurnal regime represents the fear of death, while the nocturnal regime is a moderator for this fear. This approach plays a significant role in identifying hidden motives that unconsciously impose themselves on the artist’s mind. For the novel “<em>Beyond the Sea of the Dead</em>” by Masoumeh Mirabutalebi, the main concern is the issue of death and how to present it to the young adult audience. This work attempts to confront the audience with an appropriate face of death by using imaginary pictures. The present article applies a descriptive-analytical method to examine the effect of images provided by the novel on modulating the young audience’s fear of death. The results show that the author has made the most use of the diurnal regime of imaginations, with animal, darkness and falling symbolism are most strongly reflected, respectively. Available contrasts between these images represent death, life, fear of death, and proper confrontation with this fear.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Identifying Dimensions and Components of the Development of Students’ Research Thinking through Education CoursesIdentifying Dimensions and Components of the Development of Students’ Research Thinking through Education Courses552310.30465/fabak.2020.5523FAEsmaeilNabieiPh.D. student in Educational Management, Islamic Azad University, Tonekabon Branch, Tonekabon, IranEsmaeilKazempourAssociate Professor, Department of Educational Sciences, Islamic Azad University, Tonekabon Branch, Tonekabon, IranZohrehShakibaeiAssistant Professor, Department of Educational Sciences, Islamic Azad University, Tonekabon Branch, Tonekabon, IranJournal Article20200917Using a qualitative approach and a phenomenological research design, the current study aims to identify the dimensions and components of the development of students’ research thinking through education courses. Based on the purposive sampling technique as to reach a theoretical saturation point, a number of 13 specialists in the field of education were invited to participate the research. Data were collected through semi-structured interviews and analyzed by the application of content analysis. To obtain research validity and reliability, individual participant and non-participant experts were reviewed. The dimensions and components identified were explained in the form of 36 open codes and five axial codes consisting of teacher attitudes, appropriate educational environment, collaboration, environmental capabilities, and students’ self-direction. Our findings show that the development of students’ research thinking in education courses requires thoughtful and research-minded teachers, appropriate educational facilities, creating culture of thinking, research and cooperation, establishing effective communication with facilities outside the school environment, and active and motivated students.Using a qualitative approach and a phenomenological research design, the current study aims to identify the dimensions and components of the development of students’ research thinking through education courses. Based on the purposive sampling technique as to reach a theoretical saturation point, a number of 13 specialists in the field of education were invited to participate the research. Data were collected through semi-structured interviews and analyzed by the application of content analysis. To obtain research validity and reliability, individual participant and non-participant experts were reviewed. The dimensions and components identified were explained in the form of 36 open codes and five axial codes consisting of teacher attitudes, appropriate educational environment, collaboration, environmental capabilities, and students’ self-direction. Our findings show that the development of students’ research thinking in education courses requires thoughtful and research-minded teachers, appropriate educational facilities, creating culture of thinking, research and cooperation, establishing effective communication with facilities outside the school environment, and active and motivated students.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Importance of Fostering Critical Thinking in Children through Stories in the Rumi’s Masnavi:
An Educational Approach based on Lipman’s TheoryImportance of Fostering Critical Thinking in Children through Stories in the Rumi’s Masnavi:
An Educational Approach based on Lipman’s Theory567410.30465/fabak.2020.5674FASeydh AsmaNejat. Ph. D. Student in Persian Language and Literature, Islamic Azad University, North Tehran Branch, Tehran.SorayaRazeghyAssistant Professor, Department of Persian Language and Literature, Islamic Azad University, North Tehran Branch, TehranHengamhAshouriAssistant Professor, Department of Persian Language and Literature, Islamic Azad University, North Tehran Branch, Tehran.Journal Article20201014The purpose of this study is to acquire critical thinking skills through stories in the Rumi’s Masnavi and explore its role in child training. First, the importance of fostering critical thinking in children is examined, and then stories in the Rumi’s Masnavi are analyzed in terms of critical thinking skills based on Lipman’s work. The research is descriptive-analytical in nature, seeking to answer the question whether stories of Masnavi meet the needs of children in terms of subject and structure in order to develop personal philosophy? The findings indicate that more than 211 stories in the Masnavi provide potential challenges for the child’s cognitive processing, in addition to being emotionally powerful. Through an indirect way and different topics, the structural features of those stories can affect children’s thinking and lead to the formation of critical thinking skills such as questioning, drawing inference and so on in children. The development of such skills will help children to be able to clearly understand and evaluate a variety of issues around themselves.The purpose of this study is to acquire critical thinking skills through stories in the Rumi’s Masnavi and explore its role in child training. First, the importance of fostering critical thinking in children is examined, and then stories in the Rumi’s Masnavi are analyzed in terms of critical thinking skills based on Lipman’s work. The research is descriptive-analytical in nature, seeking to answer the question whether stories of Masnavi meet the needs of children in terms of subject and structure in order to develop personal philosophy? The findings indicate that more than 211 stories in the Masnavi provide potential challenges for the child’s cognitive processing, in addition to being emotionally powerful. Through an indirect way and different topics, the structural features of those stories can affect children’s thinking and lead to the formation of critical thinking skills such as questioning, drawing inference and so on in children. The development of such skills will help children to be able to clearly understand and evaluate a variety of issues around themselves.INSTITUTE FOR HUMANITIES AND CULTURAL STUDIESThinking and Children2383-070011120200822Timely Interventions in Social and Emotional Learning in Elementary School Students: A Systematic ReviewTimely Interventions in Social and Emotional Learning in Elementary School Students: A Systematic Review570010.30465/fabak.2020.5700FAShahroozNematiAssociate Professor of Psychology and Education of Exceptional Children, Department of Psychology and Educational Sciences, University of Tabriz, IranMohammadBardelPh. D. Student in Educational Psychology, University of Tabriz, IranJournal Article20201027The current study seeks to provide a systematic review of timely interventions in learning social and emotional skills among elementary school students. Through a systematic review and searching specific keywords related to the research subject in specialized databases in Iran and the world (including Pupmed, Springer, ProQuest, Scopus, Elsevier, Science Direct, Google Scholar, and Magiran) during the years of 2007-2019, the data obtained were examined in accordance with the research objective. Data analysis were carried out using PRISMA. Among a number of 18 research studies, the most were conducted on subjects aged 10 to 11 years old at grades 4 and 5 in normal elementary schools (n=14). The type of experimental design was used in most studies (f=16). The findings of timely interventions of learning social and emotional skills among elementary school students have been evaluated for the components of self-control, self-awareness, social awareness, social relations, responsible decision-making and self-regulation, observed in 17, 13, 13, 15, 10 and 6 studies, respectively. The results indicate the improvement of social and emotional competencies (self-control, self-awareness and self-regulation) and the lack of effectiveness in the components of social competencies (social awareness, social relations and responsible decision-making).The current study seeks to provide a systematic review of timely interventions in learning social and emotional skills among elementary school students. Through a systematic review and searching specific keywords related to the research subject in specialized databases in Iran and the world (including Pupmed, Springer, ProQuest, Scopus, Elsevier, Science Direct, Google Scholar, and Magiran) during the years of 2007-2019, the data obtained were examined in accordance with the research objective. Data analysis were carried out using PRISMA. Among a number of 18 research studies, the most were conducted on subjects aged 10 to 11 years old at grades 4 and 5 in normal elementary schools (n=14). The type of experimental design was used in most studies (f=16). The findings of timely interventions of learning social and emotional skills among elementary school students have been evaluated for the components of self-control, self-awareness, social awareness, social relations, responsible decision-making and self-regulation, observed in 17, 13, 13, 15, 10 and 6 studies, respectively. The results indicate the improvement of social and emotional competencies (self-control, self-awareness and self-regulation) and the lack of effectiveness in the components of social competencies (social awareness, social relations and responsible decision-making).