Assistant Professor, Department of Education, Faculty of Humanities, Malayer University, Malayer, Iran
Abstract
The textbooks constitute one of the important pillars of education in any educational system and play a considerable role in the process of teaching and learning, and have always been considered by education planners. Investigating the situation of educational texts and pathology of textbooks in line with improving, completing, updating and making them efficient is among the essential and common measures taken in the educational systems. In investigation and pathology of textbooks related to logics in Qom seminary center, we may find, through a descriptive-critical method, numerous impairments that can be divided into two types: general impairments (including goals, method, content, form and appearance of the text, structure of the text, and psychological aspects) and specific impairments (including stagnation and stop in logical discussions, inattention to new logic, disagreement on the order of discussions, using unfamiliar words and terminologies, qualitative and quantitative deficiency in using examples, lack of analytical practices and questions). Here, by investigating the textbooks of logic in the educational system of Qom seminary – from the viewpoint of structural features and level of observing scientific principles in designing and compiling them on the one hand, and perceiving the direct and indirect effects of the content on various dimensions of cognitive, emotional and skill learning of the learners – we seek to assess them with educational parameters so that we may prepare the ground for rewriting them in proportion to new conditions and new needs to make the book on logics in seminary centers closer to desired conditions.
