Abstract-This paper addresses creativity as an educational approach, reviews the related theories and patterns of creative learning, and deals with teaching creativity to teachers generally, and Iranian teachers specifically. This idea has been proposed and studied by the researcher. The main focus of this program is the pattern of creativity development, in which five basic aspects of teacher performance have been dealt with: contextual-social, affective-cognitive, mental, educational, and physical aspects.A part of this study deals with the effect of the program and the pattern of creativity development on teachers' skills. Data analysis by T-test for this quasi-experimental research indicated the positive effect of the program and led to the confirmation of the research hypothesis. Feedback from the teachers regarding their change of performance in the classroom, in spite of the passing of several years, indicates that they made positive use the pattern. All the teachers participating in the course stated that attending the course helped them to move away from teacher-centered toward learner-centered classes, which has made their students very enthusiastic.
This article will investigate the philosophy of science of Roy Bhaskar (1944–2014) as a coherent basis for environmental education. The work of Bhaskar serves as an in-depth approach to understanding how to apply critical realism (the critical and the realist) to matters such as environmental education, because he concretely theorises the connections between science, social change and metaphysics. By mobilising key Bhaskarian motifs — that is, the primacy of ontology over epistemology, the laminated system as a means to understand reality, the ways in which inquiry may be organised through the real, actual and the empirical, and the positive application of dialectics — this article constructs a new approach to environmental education and positions it in the field of environmental education by comparing it to posthumanism and the new materialisms. This article contains inquiry-based study outlines for enhanced thinking around: (1) climate change and social justice; (2) movements towards a carbon-free economy; (3) water, food and population; and (4) the future of human habitation.
The purpose of this article is to describe Ibn Sina and Ghazali's philosophical views on soul and body on the one hand and to express their views on physical movements on the other hand in order to explain the relationship between their philosophical views on games and physical exercises related to body and soul. The research method was descriptive-analytical. The research findings showed that despite the differences in the philosophical thought of Ibn Sina and Ghazali, in the field of proofs of the soul and the body, there is a similarity between these two thinkers and the relationship between the soul and the body is two-ways. With physical activity in the game, there is an effect on the soul and vice versa. In fact, whenever playing and exercising are done in proportion and the body is active, then the soul will also have fun, and this is based on the effect that the body has on the soul. According to the theory of two thinkers, such a conclusion is that games and physical exercises recreate energy and rejuvenates the body and soul.
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