Educational Critical Exploration by Considering Islamic Approach for Specifying Its Perquisites and Development Approaches in Iranian Higher Education System
Bibliographic record
Abstract
History shows that human being started his life from the most elementary form and used criticism and creativity to evolve it. Achievements of today’s human society, development of critical forces and the hardworking of creative forces will bring about tomorrow’s completeness. It is obvious that varying human needs, frequent changes of the world, the high rate of progress in science and technology and similarity to modern situations have doubled the need to study criticism in our society. Society, as a whole social system, enjoys an organic and systematic attribute and each of its elements is associated with the whole and is influenced by it. This influence will only be positive and beneficial when the interaction of the elements is organized soundly and in a correct model. This will be realized when the constituting elements (people) of the system have already accepted each other’s supervision naturally and logically. Development of a critical atmosphere crystallizes this issue. Therefore, it can be said that societies that provide the proper conditions for the development of criticism have also provided the conditions for the emergence of creative and innovative thoughts. Societies that disregard different ideas in their actions and do not heed their criticisms, should never expect their people to have innovation and creativity. There is not enough research on the issue of criticism based on Islamic principles. Therefore, the present study tries to investigate educational criticism taking into account the considerations of Islamic principles and perquisites that influence the conditions and obstacles in the creation of critical atmosphere in Iranian higher education centers and universities. The study uses the method of systematic review of previous research to identify the situation of research implications and gaps.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.009 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".