@article { author = {-, -}, title = {An Investigation into Educational Views}, journal = {Methodology of Social Sciences and Humanities}, volume = {6}, number = {22}, pages = {43-63}, year = {2000}, publisher = {Research Institute of Hawzah and University; (Hawzah wa Dāneshgāh Research Institute)}, issn = {1608-7070}, eissn = {2588-5774}, doi = {}, abstract = {This article deals with three major views; humanistic, educational views, the educational views on parent - child interactions, and the realm of educational patterns (models) derived from educational relationships. Concerning the first major view, the theory of the "black box" is said to be culminated in 1960s, bringing about the theory of purposive organism. According to the second view, three perspectives come to the fore: the first considers the parent-child interactions as the child's unconditional obedience to his or her parent; the second views the above - mentioned interactions as the child's logical obedience to a parent; in other words, a child complies with his or her parent's requests; the third considers the patrent - child interactions as a model which a child has to follow. As for the third view, there exists six educational patterns or models from which the transient, direct and evidence - centered patterns are worth mentioning.  }, keywords = {-}, title_fa = {بررسى دیدگاه هاى تربیتى(1)}, abstract_fa = {-}, keywords_fa = {-}, url = {https://method.rihu.ac.ir/article_662.html}, eprint = {https://method.rihu.ac.ir/article_662_f265b68782edb72c0016b9e7bb17d085.pdf} } @article { author = {-, -}, title = {The Rationality and Empirical Evidence}, journal = {Methodology of Social Sciences and Humanities}, volume = {6}, number = {22}, pages = {64-119}, year = {2000}, publisher = {Research Institute of Hawzah and University; (Hawzah wa Dāneshgāh Research Institute)}, issn = {1608-7070}, eissn = {2588-5774}, doi = {}, abstract = {The Edinburgh school of social epistemology is one of the emergent contemporary schools of epistemology which has been systematically put forth and formulated since the late 1960s. Theorizing, The Edinburgh school specifically deals scientific knowledge (natural sciences) and is chiefly characterized by the fact that it criticizes root and branch the scientific knowledge sociologically. That is to say, not only doesit consider the total epistemological claims as being determined and caused by sociological factors, but it also regards the claims as being determined by the criteria and standards of evaluation performed by scholars. Rationality and empirical evidence are among these criteria. In this article, attempts have been made to put all the stances of Edinburgh school concerning rationality and empirical evidence under sympathetic historical and philosophical reconstruction and critical analysis. To achieve this end, we have divided these instances into transitional and established ones argued that the theory of natural rationality proposed by this school is replete with ambiguities and unreasonable stances. Moreover, This theory has trivialized and degraded rationality. The process of instrumentalizing or conventionalizing knowledge, and the role of social interests in this process has also been discussed. With regard to the stances of Edinburgh school on empirical evidence, a certain kind of doctrine of deficient empirical determination is raised in the established period. As for rationality, we are faced with the process of sociologization the epistemological criteria. Further more, we have shown why Edinburgh school has adopted a unilateral stance towards the explanation of Kohen's wiew on the changing of theories. Finally, we have argued how and why the particular kind of realism raised by this school has made both the reality mysterious and knowledge relative and has eventually subjeeted the Edinburgh school to a false eccentricity.}, keywords = {-}, title_fa = {معقولیت و شواهد تجربى}, abstract_fa = {-}, keywords_fa = {-}, url = {https://method.rihu.ac.ir/article_663.html}, eprint = {https://method.rihu.ac.ir/article_663_de395a8ba8328e45721a1dce521f4c1f.pdf} } @article { author = {-, -}, title = {Religious Education From Kant's standpoint}, journal = {Methodology of Social Sciences and Humanities}, volume = {6}, number = {22}, pages = {120-152}, year = {2000}, publisher = {Research Institute of Hawzah and University; (Hawzah wa Dāneshgāh Research Institute)}, issn = {1608-7070}, eissn = {2588-5774}, doi = {}, abstract = {As one of the systematizing philosophers, Kant holds some views on education and training in general and religious education in particular. The present article introduces his views on religious education with its necessity and scope. Organized in four parts, this article attempts to study the theoretical foundotions of Kant's view on religious education by exploring his works. In the first part, the educational antropology from Kant's Point of view is taken into account. The second part is devoted to evaluating the concept of religion from his viewpoint, and in the third part, the nature, objects and function of education are discussed. Finally, having attained the necessary grounds for the discussion on religious education, the article casts light on its necessity and scope. It is worth mentioning that, in the final part of the article, some of Kant's views on religious education have undergone some criticizms.}, keywords = {-}, title_fa = {تربیت دینى از دیدگاه کانت}, abstract_fa = {-}, keywords_fa = {-}, url = {https://method.rihu.ac.ir/article_664.html}, eprint = {https://method.rihu.ac.ir/article_664_994408c7d21ea5bbb3f0968807f49994.pdf} } @article { author = {., . and ., .}, title = {.}, journal = {Methodology of Social Sciences and Humanities}, volume = {6}, number = {22}, pages = {153-166}, year = {2000}, publisher = {Research Institute of Hawzah and University; (Hawzah wa Dāneshgāh Research Institute)}, issn = {1608-7070}, eissn = {2588-5774}, doi = {}, abstract = {}, keywords = {}, title_fa = {انقیاد «جان استوارت میل»}, abstract_fa = {}, keywords_fa = {}, url = {https://method.rihu.ac.ir/article_844.html}, eprint = {https://method.rihu.ac.ir/article_844_c011e78f7c5088e246225f74d4bbd36d.pdf} } @article { author = {., . and ., .}, title = {.}, journal = {Methodology of Social Sciences and Humanities}, volume = {6}, number = {22}, pages = {167-200}, year = {2000}, publisher = {Research Institute of Hawzah and University; (Hawzah wa Dāneshgāh Research Institute)}, issn = {1608-7070}, eissn = {2588-5774}, doi = {}, abstract = {}, keywords = {}, title_fa = {هرمنوتیک(1) و روش فرضى ـ قیاسى}, abstract_fa = {}, keywords_fa = {}, url = {https://method.rihu.ac.ir/article_845.html}, eprint = {https://method.rihu.ac.ir/article_845_da6554e2d54de705709ca9926291be7b.pdf} } @article { author = {., . and ., .}, title = {.}, journal = {Methodology of Social Sciences and Humanities}, volume = {6}, number = {22}, pages = {201-218}, year = {2000}, publisher = {Research Institute of Hawzah and University; (Hawzah wa Dāneshgāh Research Institute)}, issn = {1608-7070}, eissn = {2588-5774}, doi = {}, abstract = {}, keywords = {}, title_fa = {علم، باور و معرفت شناسى اصلاح شده}, abstract_fa = {}, keywords_fa = {}, url = {https://method.rihu.ac.ir/article_846.html}, eprint = {https://method.rihu.ac.ir/article_846_665f6f781474a1625d953198b52254e2.pdf} } @article { author = {., . and ., . and ., .}, title = {.}, journal = {Methodology of Social Sciences and Humanities}, volume = {6}, number = {22}, pages = {219-249}, year = {2000}, publisher = {Research Institute of Hawzah and University; (Hawzah wa Dāneshgāh Research Institute)}, issn = {1608-7070}, eissn = {2588-5774}, doi = {}, abstract = {}, keywords = {}, title_fa = {دین، کجروى و کنترل اجتماعى}, abstract_fa = {}, keywords_fa = {}, url = {https://method.rihu.ac.ir/article_847.html}, eprint = {https://method.rihu.ac.ir/article_847_e30d54b232118d1f2b4c1658001af0f4.pdf} }