Institute of Educational

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As has been indicated in some documents, the higher education as an institution has been large history-more than eight century- and in this large history, important event has been happened. Higher education in modern era follows the modernity as encompass movement by the components such as scientism, individualism, mass production, technicism. Arising such tendencies in higher education has encounter to ancient higher education values. Friedrich Wilhelm Nietzsche-19^th German Philosopher- is one of the major philosophers that critique such modernity values. In current paper there has been explained his views on mass culture and authenticity, and mentioned their sins in modern higher education. Philosopher as medic and philosopher as sculptor are tow metaphors that used as tow task of diagnostic and prognostic for philosopher. At the first level there were diagnose the sins of illness in higher education on nietzche’s perspective (mass reception of candidates for being student in university, dominant of quantity in all aspects of higher education, dominant of scientific methods as the legal methods, absence of aesthetic realm and etc. and at the second level the task of prognosis evolution in the mentioned component were explained.

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 The main purpose of this study is "critical discourse analysis" of "female gender identity" in the official documents of education of the Islamic Republic of Iran and its consequences in the formal female gender education. Materials and Methods: Among the quantitative and qualitative methods in social research, in the present study, the qualitative method and the approach of "critical discourse analysis" have been used. In fact, the present study attempts to use "critical discourse analysis" of official education documents to examine whether there are any indications of the dominance of a particular discourse regarding women's gender identity in these documents: In order to achieve the objectives of the research, five official documents of education of the Islamic Republic of Iran were selected as a sample. Denial of conscious agency (despite its constructive role in discourses); Ambiguity; Semantic obstruction, formation of potentially conflicting semantic fragments, potential and sometimes actual hegemonic conflicts and interferences with informal discourse order, ambiguous patterns born of erroneous equivalence logic and then differences, etc. were evident in the construction of female gender identity. Conclusion: Identity crisis as an undeniable consequence of the discourse fluctuation of documents - failure to clarify the proposition of "gender identity" - in line with the prescriptive policies of its compilers. In other words, the domination of marginal discourse " "Otherness" is done; An event that, with the consequence of the possibility and instability of discourses in the conditions of discourse faltering, will lead to unrest and deconstruction, and ultimately the domination of rival discourse.
 Keywords: Critical Discourse Analysis, Female Gender Identity, Gender Education

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Background and purpose: Since bullying can severely affect the psycho-social, academic, and even physical health of all the children involved especially the victims, the present study aims to determine the effectiveness of the Elvis intervention program in reducing bullying among elementary school students. Except for the first grade, the city of Khalidabad was conducted in the academic year 97-98. Method: The current research was semi-experimental with a pre-test, post-test design, and a control group. For this purpose, among 244 students, 30 students were selected using the available sampling method and were randomly placed in two experimental and control groups. After that, the revised Bully-Victim Questionnaire of Olweus (1996) was implemented as a pre-test for all students, and then the Olweus intervention program was taught to the experimental group separately, and at the end, the post-test was implemented. Findings: The obtained data were analyzed by covariance analysis and SPSS software. The findings indicated the effectiveness of Olweus's anti-bullying program in reducing the bullying of experimental group students (p<0.05). Conclusion: According to this finding, it is suggested that implementing anti-bullying programs comprehensively at the level of the country's schools should be considered by education officials.
 

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Finding meaning from life experiences is one of the main goals of the Philosophy for Children program, which was designed by Matthew Leppiman and is implemented and followed in the research community. In this article, the presuppositions of Lipman's meaning making in the research community are explained and criticized.  Criticism of these presuppositions is done based on the approach of Richard Rorty's neopragmatism. Because he is considered one of the important pioneers in the field of criticism of the tradition of western philosophy.. In order to advance this research, we try to answer three questions: 1- What are the presuppositions of finding meaning in the research community? 2 What is Rorty's opinion about these assumptions? 3- Based on the perspective of Rorty's neopragmatism, what are the criticisms on the presuppositions of finding meaning in the research community? ? Due to the criticality of the current research, the method of developmental criticism has been used to criticize the methods of finding meaning in the research community, and the method of content analysis has been used to explain the presuppositions of finding meaning in the research community and also to reveal the foundations of Lipman and Rorty's thought. The findings of the research indicate that Lippmann's dual pragmatist-realist epistemology, his definition of rationality and having a purely instrumental view of language is the point of contrast between his thoughts and Rorty. From Rorty's point of view, the subject of philosophy should be inclined from epistemology to culture, and meaning should be examined as culture. He is of the opinion that language should be considered as an important element, not just as a tool to talk and communicate with others. Therefore, relying on Rorty's thoughts, Lipman's presuppositions of meaning making in the research community need to be fundamentally revised and reconsidered.