چکیده:
The main issue of this research is a comparative study of moral education goals in the primary period in two countries, Japan and Iran, with regard to the values governing the elements and components of the curriculum. To this end, the comparative analysis method has been used. Moral education in the formal education systems of the two countries, Iran and Japan, can be studied comparatively from two perspectives: first, a general and macro-level comparative study, and second, a detailed comparative study. Among the findings of the general study is that the moral education goals of the two countries are aligned in four domains, which in the curriculum of Iran include: relationship with self, relationship with God, relationship with other humans, and relationship with creation; and in the curriculum of Japan, they include: self-exploration, relationship with nature and having higher thoughts, relationship with others, and relationship with group and society. It should be noted that in the curriculum of Iran, God plays a central role and other domains are organized in correspondence with Him. However, the detailed comparative study, which focuses on examining each individual goal related to moral education in the formal education systems of these two countries during the primary period, is divided into three parts: first, goals that overlap, such as 'the child is polite and kind' and 'has perseverance and strives to achieve success'; second, goals specific to Iran that are not mentioned in the moral education goals of Japan, such as 'likes Islamic dress and observes it' and 'forgives others' mistakes and errors regarding oneself'; and finally, goals specific to Japan that are not mentioned in the moral education goals of Iran, such as 'respect for other cultures and valuing people of other nations' and 'group participation and responsibility'.
خلاصه ماشینی:
A Comparative Analysis of Moral Education Goals in Primary School in Japan and Iran, Considering the Values Governing the Curriculum ( Saeed Azadmanesh / Master's student in History and Philosophy of Education, University of Tehran Azadmanesh263@yahoo.
ir Received: 11/8/1393 - Accepted: 13/12/1393 Abstract The main issue of this research is a comparative study of moral education goals in the primary school cycle in two countries, Japan and Iran, considering the values governing the elements and components of the curriculum.
It should be noted that in the curriculum of Iran, God plays a central role, and other domains are organized in correspondence with Him. However, the detailed comparative study, which focuses on examining each individual goal related to moral education in the formal education systems of these two countries in the primary school cycle, is divided into three parts: first, goals that overlap, such as "the child is polite and kind" and "has perseverance and strives to achieve success"; second, goals that are specific to Iran and are not mentioned in the moral education goals of Japan, such as "likes Islamic dress and observes it" and "forgives the mistakes and errors of others regarding oneself"; and finally, goals that are specific to Japan and are not mentioned in the goals related to moral education in Iran, such as "respecting other cultures and valuing people of other nations" and "group participation and responsibility".
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