Author Index

A

  • Amin Khandaghia, Maghsoud Redefining the Nature and Role of Religious Foundations in Curriculum Knowledge: Consequence of a New Insight into the Interactions between Religion and Philosophy [Volume 11, Issue 2, 2022, Pages 31-55]
  • Ashayerih, Hasan Learning of Mathematical Analysis Based on the Integration of Philosophical Analysis and Neurocognitive Findings of Symbolic Mathematics [Volume 11, Issue 1, 2021, Pages 86-110]

B

  • Badpa, Amir “Gifted” and “Talented”: From Conflict in Theory to Confusion in Practice; A Turn in Gifted and Talented Policy [Volume 11, Issue 1, 2021, Pages 27-46]
  • Bagheri Noaparast, khosrow From Reception to Rebellion: A Deconstructive Look at Educational Borrowing Policies in Modern Iran [Volume 11, Issue 1, 2021, Pages 5-26]
  • Bagheri Noaparast, Khosrow Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach [Volume 11, Issue 1, 2021, Pages 67-85]
  • Bagheri Noaparast, Khosrow A critique of Pierre Bourdieu's view on the relationship between agency and culture in the area of education based on Islamic theory of action [Volume 11, Issue 2, 2022, Pages 5-30]
  • Bagheri NoaParast, Khosrow Essential Foundations, Goals and Themes of Social Studies Curriculum in Primary School based on Critical Theory of Horkheimer and Philosophy for Children(P4C) Program [Volume 11, Issue 1, 2021, Pages 135-157]

F

  • Farahbakhsh, Hamideh A critique of Pierre Bourdieu's view on the relationship between agency and culture in the area of education based on Islamic theory of action [Volume 11, Issue 2, 2022, Pages 5-30]

G

  • Ghaedi, Yahya Learning of Mathematical Analysis Based on the Integration of Philosophical Analysis and Neurocognitive Findings of Symbolic Mathematics [Volume 11, Issue 1, 2021, Pages 86-110]

H

  • Hassani, Mohammad A Critique of the Talented Schools from the Perspective of Distributive Justice [Volume 11, Issue 1, 2021, Pages 111-134]

I

  • Illami, masoumeh Redefining the Nature and Role of Religious Foundations in Curriculum Knowledge: Consequence of a New Insight into the Interactions between Religion and Philosophy [Volume 11, Issue 2, 2022, Pages 31-55]
  • Iravani, Shahin From Reception to Rebellion: A Deconstructive Look at Educational Borrowing Policies in Modern Iran [Volume 11, Issue 1, 2021, Pages 5-26]
  • Izadpanah, Amin Teacher-Focused Dialogical Education: Moving between Centripetal and Centrifugal Positions [Volume 11, Issue 2, 2022, Pages 56-76]

J

  • Jawareshkiana, Abbas Redefining the Nature and Role of Religious Foundations in Curriculum Knowledge: Consequence of a New Insight into the Interactions between Religion and Philosophy [Volume 11, Issue 2, 2022, Pages 31-55]

M

  • Monadi, Morteza A critique of Pierre Bourdieu's view on the relationship between agency and culture in the area of education based on Islamic theory of action [Volume 11, Issue 2, 2022, Pages 5-30]
  • Mozaffaripour, Roohollah The Examination of Bernard Stigler's Philosophy and Educational Thoughts; from the Technological Nature of Man to the New Proletariat [Volume 11, Issue 1, 2021, Pages 47-66]

R

  • Ramezani Fini, Masoumeh Essential Foundations, Goals and Themes of Social Studies Curriculum in Primary School based on Critical Theory of Horkheimer and Philosophy for Children(P4C) Program [Volume 11, Issue 1, 2021, Pages 135-157]

S

  • Safaiimoghadam, Masoud Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach [Volume 11, Issue 1, 2021, Pages 67-85]
  • Sajadieh, Narges Sadat Essential Foundations, Goals and Themes of Social Studies Curriculum in Primary School based on Critical Theory of Horkheimer and Philosophy for Children(P4C) Program [Volume 11, Issue 1, 2021, Pages 135-157]
  • Sajjadieh, Narges Sadat “Gifted” and “Talented”: From Conflict in Theory to Confusion in Practice; A Turn in Gifted and Talented Policy [Volume 11, Issue 1, 2021, Pages 27-46]
  • Sajjadieh, Narges Sadat A critique of Pierre Bourdieu's view on the relationship between agency and culture in the area of education based on Islamic theory of action [Volume 11, Issue 2, 2022, Pages 5-30]
  • Shakibania, Fereidoun Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach [Volume 11, Issue 1, 2021, Pages 67-85]

T

  • Taherkhani, Azam Learning of Mathematical Analysis Based on the Integration of Philosophical Analysis and Neurocognitive Findings of Symbolic Mathematics [Volume 11, Issue 1, 2021, Pages 86-110]

V

  • Vahdati Daneshmand, Ali From Reception to Rebellion: A Deconstructive Look at Educational Borrowing Policies in Modern Iran [Volume 11, Issue 1, 2021, Pages 5-26]
  • Valavi, Parvaneh Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach [Volume 11, Issue 1, 2021, Pages 67-85]

Z

  • Zarghami-Hamrah, Saeid Learning of Mathematical Analysis Based on the Integration of Philosophical Analysis and Neurocognitive Findings of Symbolic Mathematics [Volume 11, Issue 1, 2021, Pages 86-110]