Al-Hadid, I. A. (1984). Nahjol-Balaghah Commentaries. Ketabkhaneh Maraashi.
Azadmanesh, S. (2014). The exploration of childhood nature from the perspective of Islamic view of action and inferring moral education aims of child from it Tehran University. Tehran. (In Persian).
Bagheri, N. K. (2000). The Principles social education in Imam Ali thought. Islamic Education, 4, 383-422. (In Persian).
Bagheri, N. K. (2006). Phases and Principles of Education in Rorty’s Neo-pragmatic point of view. Psychology and Educational Sciences, 1, 1-27. (In Persian).
Bagheri, N. K. (2010a). A Review to Islamic Education (19 ed., Vol. 1). Madrese. (In Persian).
Bagheri, N. K. (2010b). An Intruduction to the Philosophy of Education of the Islamic Republic of Iran: Aims, foundation & Principle (2 ed., Vol. 1). Elmi Farhangi. (In Persian).
Bagheri, N. K. (2010c). An Intruduction to the Philosophy of Education of the Islamic Republic of Iran: A Philosophy of Curriculum (2 ed., Vol. 2). Elmi Farhangi. (In Persian).
Bagheri, N. K. (2011). A Review to Islamic Education (5 ed., Vol. 2). Madrese. (In Persian).
Bagheri, N. K. (2013a). The Education Proper Pattern in the Islamic Republic of Iran. Madrese. (In Persian).
Bagheri, N. K. (2013b). Teaching ‘to’ and Learning ‘from’, 3(2), 5-16. Foundations of Education, 3, 5-16. (In Persian).
Bagheri, N. K. (2016). Islamic Education as Asymmetrical Democratic Interaction. In The Palgrave International Handbook of Alternative Education (pp. 339-353). Springer.
Bagheri, N. K. (2020). Human Agency: A Religious and Philosophical Approach. Javaneh Roshd. (In Persian).
Blumer, H. (1969). Symbolic interactionism (Vol. 9). Englewood Cliffs, NJ: Prentice-Hall.
Coombs, J. R. D., L. B. (2009). Philosophical Inquiry: Conceptual Analysis In Edmund C. Short (Eds), Forms of Curriculum Inquiry. Tehran: samt. (In Persian). (N. K. Bagheri, Trans.). Samt.
Durkheim, E. (1956). Education and sociology. Simon and Schuster.
Durkheim, E. (2019). The division of labor in society. Routledge.
Freire, P. (1992). Pedagogy of hope (RR Barr, Trans. 2004 ed.). In: New York: Continuum Publishing Company.
Ghaemi Moghadam, M. (2003). Modeling method in Islamic education. Marifat, 69, 25-37. (In Persian).
Hejri, M. (2004). Children's literature in Iran, mutual influence and modernity. Children's and Adolescent Literature Research Journal, 10th year(38), 85-99.
Hunt, P. (1994). An introduction to children's literature (Vol. 37). Oxford University Press Oxford.
Hurrelmann, K. (1988). Social structure and personality development: The individual as a productive processor of reality. CUP Archive.
Joseph, B., P. (2010). Cultures of Curriculum (M. a. O. Mehrmohammadi, Trans.). Samt. (In Persian).
Kant, I. (1989). Groundwork of the Metaphysics of Morals (A. Enayat. H & Gheissari, Trans.). Kharzami. (In Persian).
Karimi, A. (2008). Social education pathology. Danesh va andishe moaaser. (In Persian).
Kiyan, M. (2015). Explaining the dimensions of child education in the family system from the perspective of Islam. Akhlagh, 18, 9-36. (In Persian).
Kozulin, A. (2002). Vygotsky's Psychology: A Biography of Ideas (H.Ghasemzadeh, Trans.). Arjmand. (In Persian).
Mazbouhi, S. M., H.&Beheshti, s.&Abaspour, A.&Mofidi, F. (2013). Designing an Optimal Model for Social education Curriculum based on Quran in Primary Education. Educational Psychology, 9, 149-192. (In Persian).
McNally, S. A., & Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care, 187(12), 1925-1937.
Mohammadi, M. (2017). A conception of social education in childhood (7-11) from the viewpoint of Islamic theory of action and it’s applicability in the area of educational action. Tehran University]. Tehran. (In Persian).
Montessori, M. (1912). A critical consideration of the new pedagogy in its relation to modern science.
Montessori, M. (1949). The Absorbent Mind. The Clio Montessori Series Vol. 1. In: Oxford, England: Clio Press. First published.
Niazi. M, J. B. M., Shafaei Moghadam.E. (2014). The Explanation of the Relationship between the Trilogy of Individual, Social and National Identity and the amount of Citizens’ fidelity toward Citizenship Culture (Case of Study: Tehran Citizens in 2014). journal of iranian social development studies, 6(4), 71-85. (In Persian).
Perez-Felkner, L. (2013). Socialization in childhood and adolescence. In Handbook of social psychology (pp. 119-149). Springer.
Ramezani, F. (2010). Methods for Child Social Education Based on Quran and Nahjulbalaghah Research in curriculum planning, 9, 1-19. (In Persian).
Rorty, R. (1999). Education as socialization and as individualization. Philosophy and social hope, 114-126.
Rousseau, J. J. (2011). Emil (G. Zirakzade, Trans.). Nahid. (In Persian).
Saif, A. (2011). Modern Educational Psychology: Psychology of Learning and Instruction.. Doran. (In Persian).
Sajadieh, N. (2005). Comparative Analysis of human agency in Rorty’s neo pragmatist view and Islamic view of action Tehran University]. Tehran. (In Persian).
Sajadieh, N., &Bagheri, N.Kh., &Madanifar, M.. (2015). Mediational goals of education in childhood based on Islamic action approach. Islamic Education, 10, 29-55. (In Persian).
Sajjadieh, N. F., h. (2017).
Rethinking the relationship between cultural capital with family and school: a way toward agency The first International Conference on Culture, psychopathology and Education,
https://civilica.com/doc/649296/ (In Persian).
Vygotsky, L. (2008). Thought and Language (H. Ghasemzadeh, Trans.). Arjmand. (In Persian).
ارسال نظر در مورد این مقاله