A
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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]
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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
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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]
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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]
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Bagheri Noaparast, Khosrow
Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach [Volume 11, Issue 1, 2021, Pages 67-85]
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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]
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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
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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
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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
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Hassani, Mohammad
A Critique of the Talented Schools from the Perspective of Distributive Justice [Volume 11, Issue 1, 2021, Pages 111-134]
I
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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]
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Izadpanah, Amin
Teacher-Focused Dialogical Education: Moving between Centripetal and Centrifugal Positions [Volume 11, Issue 2, 2022, Pages 56-76]
J
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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
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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]
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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
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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
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Safaiimoghadam, Masoud
Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach [Volume 11, Issue 1, 2021, Pages 67-85]
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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
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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
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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]
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Valavi, Parvaneh
Thomas Neigel's "Panpsychism" as a Basis for a "Brain-Based Learning" Approach [Volume 11, Issue 1, 2021, Pages 67-85]
Z
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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]
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