DR Seyed Mohammad Hassan Hosseini CV

In His Name
Dr S.M.H.Hosseini’s CV
Seyed Mohammad Hassan My Instagram: drsmhhosseini
Hosseini; Mashhad, Iran My weblog:
http://beyondelt.blogfa.com
(PhD in ELT/Teaching
Methodology from Mysore U.)
mhhosseini2020@gmail.com
April 2006/
Ph: + 98 9153852599
Revised, 10 June. 2023
……………………………..……
***Educators, in the present complicated dog-eat-dog world context of racism, injustice, oppression, corruption,
suppression, terror and bloodshed and destruction, should play their roles as intellectual sources of critical awareness,
attitudinal change and empowerment for uprooting any sources of misdeed, betrayal, condescending look and Hitlerian
outlook from among their societies. Teachers are, thereby, AGENTS of transformation and CHANGE and development.
Hence, the necessity of realizing and the very need for redefining 'teaching,' which is the heart of modern democracy and
civilization, as an intricate 'edu-political process'. This process involves democratic thinking – at the global level, and
diplomatic acting – at the class level, if we want to civilized nation building and contribute to global peace.
– The Author, Prof. S.M.H.Hosseini, Iran
To
The Vice-Chancellor (for Academic Affairs)
Sub: Applying for a position as a full-time lecturer
Dear Professor,
I am interested in applying for a position as a full-time lecturer at your prestigious university. I have to my credit 27
years experience in English language study and English language teaching both in Iran and overseas. Please see my
resume enclosed. It highlights my qualifications and accomplishments.
As an expert theoretician, educationist, methodologist and the Founder of “Systematic Transforming and
Liberating Education”, i succeeded to formulate my liberating thoughts into two theories and a seminal approach,
which i have introduced in my 24th resource book, “My Liberating EDU-political Theories & Weaponizing
CATALYST 4 Transformation & Change”, published by Scholars’ Press. (Also see Hosseini, 2022) I have suggested
‘language’ as a ‘liberating agent’ in my 'Multiple Input-Output Hypothesis' and particularly in my ‘Cognitive
Socio-Political Language Learning Theory’, based upon which i introduced my innovative instructional weapon, a
weapon for the overthrow of dictatorship and any other sources of misdeed and betrayal: Search for the title of my
book to reach it. The first edition of this book, which introduces another innovative method of mine, “Teams
Tournaments”, and also my “Unplanned Open Tasks and Unplanned Closed Tasks”, was selected as the best book
in “Roshd Educational Book Festival” in Tehran, in January 2014. (See my weblog)
As a member of ELTAI, India, and ELTeCS, British Council, England, i have attended and also
conducted several workshops for (language) teachers. My research foci are on various facets of Teaching
Methodology and Applied linguistics particularly with reference to the context and the process of learning/living.
Other areas of my interest involve two pivotal strands of ELT/Education in today-world context: Educational
Leadership and online teacher training courses, for enabling teachers to nurture students into nation as well as peace
builders. Apart from the 150 articles and the 22 resource books/theses i have succeeded to present/launch, i am
working on 3 other books along with more than 5 articles. My other products have been on issues like history of
ELT, task/learner/learning-centred instruction, pedagogy of the oppressed, critical thinking, philosophies behind
politics of educational systems in corrupt regimes, and multicultural education.
I hope my professional background and creativity, my deep enthusiasm for teaching, writing, research, and
working and flourishing in a team, and, of course, my plans for developing your esteemed (English) department
could motivate you to consider my request. I would welcome the opportunity to discuss matters of your interest in
person, at a face-to-face interview. Should you want to meet me, please contact me via my cell phone or e-mail.
I have been serving Mashhad Education Office, as a registered employee, since 1992, but i think i could do
something more than teaching A, B, C to junior high school students. I would like to play a more significant role
particularly in a country whose rulers do not target and torture my innocent family (my 7 sisters, brother, and old
parents) merely because of my thoughts/bookticles and liberating approach to teaching.
Thanking you for your kind consideration and time.
Sincerely yours,
Seyed Mohammad H. Hosseini; PhD, Mashhad, Iran c.CV

2 Dr Seyed Mohammad Hassan Hosseini_CV
VITA
https://orcid.org/0000-0002-1422-5150
……………………………..……
 ***"Dr S.M.H.Hosseini is interested in Liberal Education and has a zest for awakening,
empowering, and emancipating the oppressed majority. He could be an effective team-leader
and facilitator. He could be a valuable asset to any institute of higher learning committed to
academic excellence and to the cause of nation building. He has also the capacity for hard work".
-- Prof. A.Sebastian .Dasan– Dr Hosseini’s (PhD) Guide, India
SEYED MOHAMMAD H. HOSSEINI

PHD (ELT)
PERSONAL INFORMATION
Date of Birth May 22, 1973
Place of Birth Garmeh, Bojnord, Iran
Marital Status Single
Qualifications AD (ELT), BA (ELT), MA (TEFL), PhD (TESOL)
Personal Interests Reading, Teaching, Researching, Writing, Exercising
ACADEMIC CHRONICLE
1. PhD (TESOL), Mysore University, Mysore, India, January 2009
2. MA (TEFL), Garmsar Azad University, Garmsar, Iran, October 2000
3. BA (ELT), Mashhad Azad University, Mashhad, Iran, June 1997
4. AD (ELT), Mashhad Teacher Training Centre, Mashhad, Iran, June 1994
5. Diploma (Natural Sciences), Modarres High School, Garmeh, Iran, June 1990
TEACHING EXPERIENCE
2008 to date: 'Teacher/Researcher/Translator' at Rooyan Research Center, Mashhad. But i am
at the same time managing some conversation as well as TTC crash courses in
my own office in Mashhad, Iran. I am also writing articles and MA as well as
PhD proposals and theses.
2005-2007: PhD scholar. Also, i have the experience of teaching English at Mahajana First
Grade College, Mysore, India.
2001–2004: Part-time lecturer at Mashhad, Bojnord, Quchan, Torbat Heydaryeh, Neishabour, and
Golbahar universities, in Iran – Cooperating with the Departments of English,
Science, Computer Engineering, Mathematics, Statistics, Mechanics, Psychology,
Education, Agriculture, etc.
1998–2000: Instructor at Jihad Daneshgahi, Hafez, Almizan, and Sadra language institutes. Also
instructor at Amir Kabir and Khazra nongovernmental pre-university centres, and
Modarres high school – in Iran.
1994–1997: 'Teacher' at different junior high schools in some remote villages – in Iran.
RECENT COURSES TAUGHT

1. T.T.C. Crash Courses; 9. English for Education;
2. Teaching Methodology; 10. English for Marketing;
3. Techniques in Testing; 11. English for Agriculture;
4. Reading and Reading Skills and Strategies; 12. English for Science;
5. Writing and Writing Skills and Strategies; 13. English for Computer Engineering;
6. Advanced Conversation; 14. English for Mathematics and
7. Modern Grammar; Statistics;
8. Phonology; 15. English for Mechanics;
16. English for Psychology.
OTHER ACADEMIC SERVICES

1. Editor , of “International Journal of English Language Teaching” for two years, in the US.
Dr S.M.H.Hosseini_CV 3
2. Editor , of Journal of “English Language Teaching” for two years, in Canada.

3. Writer and guide, of MA and PhD theses / dissertations.
4. Instructor, of ‘Teacher-Training Workshops’ on my innovations for the heads of English Departments
in Mashhad, Education Office English Department, Mashhad, Iran; 2014
5. Instructor, of my ‘T.T.C. Crash Courses’ for English language Teachers, Organised by Apadana
Institute, Mashhad, Iran; 2013
6. Instructor, of ‘Teacher-Training Workshops’ on "Research and Research Methodology” for the
Educational Research Centres' Representatives in Mashhad High Schools, Mashhad, Iran; 2015
7. Instructor, of ‘Teacher-Training Workshops’ on "Cooperative Learning Methods” for the Educational
Research Centres' Representatives in Mashhad High Schools, Mashhad, Iran; 2015
8. Instructor, of ‘Teacher-Training Workshops’ for the Heads of Departments, Organised by Education
Department, Mashhad, Iran; 2004
9. Instructor, of ‘Teacher-Training Workshops’ on my “Didactic Weapon” for the English teachers in
Mashhad, Education Office English Department, District No.1, Mashhad, Iran; 2014
10. Instructor, of ‘Especial Conversation Crash Courses’ for Khorasan and Qod’s journalists and
correspondents, Held at Sama Centre No. 1, Mashhad, Iran; 2003
11. Instructor, of ‘Teacher-Training Courses’ for EFL teachers, Held at Education Department, Jajarm,
Iran; 2000
Video of my PhD Viva Voce at Mysore University:

https://www.youtube.com/watch?v=QBrb0ySuPH0
Published Books
NOTE: If interested, search for the titles of my bookticles and study them.
1. My Liberating EDU-political Theories & Weaponizing CATALYST 4 Transformation & Change,

Scholars’ Press, Germany
As the sum total of my life, this masterpiece of mine sets out to introduce my seminal revolutionary
approach to emancipatory education which opposes and is a panacea to the established
imperialist’s/colonial/dictatorial didactic regimes and modes of education. In sharp contrast to such modes
and regimes of education that are, de facto, transforming the People into Sheeple for their further
exploitation, my edu-political transformative approach to teaching and even living transforms them into
Subjects/People. He attempts to awaken and critically aware our citizens of particularly the socio-political
issues besieging them, proliferate their socio-political knowledge and savvy, and empower them further with
some more essential skills. But he also intends to turbocharge their minds with incisive critical approaches
to higher-order analytical thinking and reasoning skills. Meanwhile, he endures to train them to be risk-
takers and evaluators of their surroundings for realizing the truth from among the ocean of the false and
miss/dis-information that is engulfing them. My approach does all these to liberate and weaponize them
with whatever they need for their more effective contribution to a juster unified world. Most importantly,
this volume elaborates on my own Edu-political theories namely Cognitive Socio-Political Language
Learning Theory and my Multiple Input-Output Hypothesis based on which i formulated my liberating
approach to serve humanity as one of the main building blocks of modern democracy, civilization, and
global peace. My approach to teaching and even living is my active reaction to our tough circumstances,
occasioned by current regimes and modes of education.
2. ‘Beyond The Present Methods And Approaches To ELT/Education: The Crucial Need For A
Radical Reform', Tehran: Jungle Publication, 2012 / ISBN: 978-964-981-883-2
The new edition of this book was published in Germany under the title of
"Competitive Team-Based Leaning: Beyond Current didactic Methods", LAMBERT

ACADEMIC Publishing, 2018 /ISBN: 978-613-9-88479-7
Note: This book was selected as the best book in Iran “Roshd Book Festival” in January 2014.
This guidebook seeks to throw into relief the relationship between theory, research, innovation, and
application with reference to the conventional innovative methods/approaches. Importantly, it brings into
sharp focus my 'inimitable' revolutionary pedagogical innovation namely Competitive Team-Based Learning
or CTBL as a pragmatic solution to the present socio-edupolitical problems. The nature and the
characteristics of this world-class innovative approach not only contribute to language learning (strategies)
and excellence in the learning. They likewise promote true and flexible active learning, interactive
competence, long-term retention, and especially the acquisition of some crucial habits of mind such as
objectivity, and critical and creative thinking. Another outstanding feature of this fundamentally different
approach to ELT refers to the fact that it facilitates tomorrow citizenry to instil humanitarian interpersonal
skills and democratic values, principles, and norms which are essential requirements for successful life-long
learning, working, interdependence, and survival in today world context. Considering its magic transforming
power for converting today students/objects to Agents of change or the Subjects who have the capacity to
influence the world, my innovation is in essence a 'catalyst for change' and transformation. It is an
exceptional edu-political approach to the empowerment and the emancipation of the oppressed, and in fact,
an apt strategic instructional 'weapon' for the overthrow of dictatorship/apartheid. CTBL, or my realistic
approach to liberal education is an ensured pathway to human security, development, and prosperity.
This seminal 684-page volume has special foci upon:
1. Penetrating deep into the conventional mostly antediluvian didactic regimes, which cherish the
Banking Method, and analyzing, evaluating, and excoriating the philosophy beyond their
implementation in corrupt despotic regimes;
2. Shedding light on the chronological development of (language) teaching methodology and the
trajectory of decline of the present methods and approaches to justify the need for
accommodating CTBL in education systems;
3. Engineering the contemporary educational methods and approaches towards CTBL;
4. Differentiating CTBL from other innovative methods/approaches, and discussing the
significance and relevance of this holistic approach against the backdrop of on-going
globalization that means a great deal of competitive spirit in today world context;
5. Bringing to the fore the author's edu-political theories, which are the core of the theoretical
groundworks of his weaponizing educational approach;
6. Implementing CTBL via the emerging online technologies state/country wide;
7. Introducing the author’s Teams Tournaments Method (TTM) of teaching as well as his
Unplanned Open Tasks and Unplanned Closed Tasks (see Hosseini, 2007), and
8. Stimulating the readers' critical, analytical, and creative thinking skills, and promoting their
personal growth especially through the 14 chapter-end thought-provoking discussion questions.
This invaluable resource manual would be of immense help particularly to those educators who
are committed to the cause of peace making, and nation and civilization building. As a goldmine of the latest
issues in ELT/Education, it would also be found highly useful for Language Teaching students and experts
alike, teachers of all subjects at all levels, and in-service programmes and seminars for instructors. Policy
makers, theoreticians, educators/educationists, researchers, syllabus designers, and material developers
could also take note of the noteworthy benefits this manuscript along with its accompanying DVD proposes.
The first edition of this book could be purchased from Amazon. Or contact this educationist and get the last
edition of his masterpiece, which took 3000 hours to be completed, for free. - All this educationist’s
bookticles, some of which have been translated to different languages, are available for free on his Research
Gate page.
3. ‘Teach Language: A Practical Crash Course’, Germany: Scholars’ Press, 2013 / ISBN: 978-3-
639-70551-5 , Available at
https://www.researchgate.net/publication/333662398_Teach_Language_A_Practical_Crash_Course
This 169-page guidebook brings into sharp focus some effective techniques for teaching reading, writing,
listening, speaking, vocabulary, grammar, and language learning strategies at primary, secondary, and
collegiate levels. Some effective guidelines have also been provided for Online Teaching which is of very
high significant importance for today world context of cyber age.
Importantly, this manual throws light on chronological development of ELT in an attempt to introduce my
seminal pedagogical innovation namely Competitive Team-Based Learning or CTBL. The nature and the
characteristics of my world-class innovative approach not only contribute to language learning (strategies)
and excellence in the learning. They likewise promote true and flexible active learning, interactive
competence, long-term retention, and especially the acquisition of some crucial habits of mind such as
objectivity, and critical and creative thinking. The mechanisms underlying the implementation of CTBL as
well as presentations and classroom techniques in classes where this approach may be applied have been
illustrated. My sample lesson plans and CV have also found a place in this manuscript.
This must-read guidebook along with its accompanying DVD will be of immense help to
whoever wants to teach language. It is helpful particularly to ELT students, language teachers at
all levels, and in-service programmes for instructors / T.T.C. crash courses.
4. ‘Cooperative Learning Methods + 1: Research and Innovation’, Germany: Scholars’ Press,

2013 / ISBN: 978-3-639-70309-2
This 353-page resource book goes beyond the present methods of Cooperative Learning and puts forward
my strategic approach to the empowerment of the Other/ the Oppressed. Through this approach tomorrow
citizenry would be more creative as well as critical and risk taker in thinking. As such, they would
contribute to more humane and civilized societies and world peace. Time is opportune for the
implementation of such an approach to teaching in today educational environments, from primary to
collegiate levels.
This invaluable guidebook will serve especially ELT scholars, educators, as well as PhD guides as a
highly useful resource as well as model. The entire purpose of this material is to help readers develop
scientific knowledge in the art of teaching and writing a thesis, at the PhD level, and teach them effective
approaches to scientific to teaching and writing.
This book is the revised form of my doctoral dissertation the title of which was:
 "Effectiveness of Cooperative Learning Methods: A Study with Iranian and Indian Undergraduate
Learners", which was submitted to Mysore University in 2009. Below is the abstract of my PhD thesis:
DOI: 10.13140/RG.2.2.31310.10566
This 394-page comparative empirical research study sought to explore and examine the complex effects of
my instructional innovation, namely Competitive Team-Based Learning (CTBL), with Learning Together or
Cooperative Group-Based Learning (CGBL), developed by Johnson and Johnson at the University of
Minnesota in the USA, and the Traditional Lecture Method (TLM) on Iranian and Indian EFL/ESL
undergraduate learners’: (a) reading comprehension in English, (b) language learning strategies, (c) attitudes
towards English language learning and the select teaching methods, and (d) retention of information. All
these objectives were addressed with respect to different-level achievers of the target groups with the help of
field studies and experiments in Iran and India. Twelve hypotheses were developed to see the effectiveness
of the select three teaching methods with regards to the objectives of the study.
One hundred and ninety-two second-year Engineering students from two colleges – one in Iran and
another in India -- served as the subjects of the study for nine weeks in three groups in each country. All the
groups were subjected to a reading course with the same schedule of instruction and the teacher. While
positive interdependence was encouraged in the CGBL classes in order to ensure inter-group collaboration
for the attainment of the groups’ shared learning goals, inter-group competition was patterned in the CTBL
classes so as to motivate the teams’ members to work together and compete against the other teams in
course of pursuing their teams’ outcomes. And neutral interdependence was highlighted in the control
groups (TLM classes) to encourage the participants to follow their learning goals individually and
irrespective of others.
The reading section of International English Language Testing System, “IELTS” 2 textbook
(Kohonen, 1992), was employed as the pretest and the posttest in order to assess the effects of the select
teaching methods on the reading comprehension of the target groups. The participants’ scores on the reading
pretest were also used to divide them into three groups in each country. They were likewise applied for
forming teams in the experimental groups. To find out the effects of the select teaching methods on the
participants’ language learning strategies, they were asked to complete the Strategy Inventory for Language
Learning (SILL) survey, developed by Oxford (1990), before and after the experiments. Likewise, the
Language Learning and Class Structure Questionnaire, developed by this researcher, was used as the pretest
and the posttest in order to measure the effects of the methods on the attitudes of the target groups. A
delayed free-recall test was conducted after the experiments to determine the effects, if any, of the methods
on the retention of information by the learners involved in the study.
Analyses of the select parameters were done using Statistical Presentation System Software (SPSS)
package (SPSS, 2006). Analysis of Variance was used to determine the significance of the findings of the
study with reference to each of the select dependent variables. It became evident from the analysis of the
data gathered that CTBL and CGBL served to (a) increase acquisition of texts contents, (b) widen repertoire
of language learning strategies, (c) generate positive attitudes, and (d) improve retention of information, on
the part of the target groups more significantly than the TLM. Further analysis of the data revealed that
whereas CGBL was substantially more effective in developing the reading skills of the participants, CTBL
was more successful in developing their metacognitive and affective strategies. It was likewise noted that
CTBL facilitated the participants’ long-term retention of information or their depth of understanding of the
texts contents more effectively than CGBL. The results also indicated that it was CGBL, rather than CTBL,
that was more successful in Iran. But, in India, it was CTBL. In conclusion, this researcher has discussed the
pedagogical implementations of using CL methods, and accordingly has made certain recommendations.
Based on the findings of the research study, this researcher has also made a few suggestions for further
research in the arena of methods and approaches which prioritise the significance of groupwork.
5. ‘Team-Based Learning in Secondary Education', Germany: Lambert Academic, 2013 / ISBN:

978-3-659-49797-1
This book delves into the effectiveness of Team-Based Learning in secondary education, in a reading
course. TBL is a highly significant approach to Education in general, and English language teaching in
particular. It affords students invaluable opportunities to share and develop not only their understandings,
knowledge, and (language) learning strategies, but also their intelligence, social skills, critical approaches to
thinking/reasoning, and attitudes and beliefs all of which contribute to their personal growth and disposition.
This 111-page manual will be found a highly useful model particularly for ELT students and teachers.
This typescript is the revised form of my MA thesis titled:
"The Impact of Team Learning on the Reading Comprehension of Iranian High School Students".
Professor MirHassani and Professor Vosoghi, Heads of English Departments of Tarbiat Modaress and
Tarbiat Moalem universities were my guides. Below is the abstract of this Research Study:
Reading comprehension is the main goal of TEFL in Iran even today. Nevertheless, after approximately
1000 hours of formal language instruction even the students who attend universities are still struggling with
English posed in their texts and assignments. As it is hypothesised in this research study, one of the main
influential factors in our fiasco, in TEFL, relates to the contexts of our classes, which are occasioned by the
Lecture Method. This study, thereby, was an attempt to investigate the kind of relationship, if any,
between my instructional solution namely Competitive Team-Based Learning or CTBL, and the reading
comprehension of Iranian senior high school students. The study was conducted to answer the following
question: “Is there any relationship between CTBL and Iranian senior high school students’ reading
comprehension?” And to evaluate the question justifiably a null hypothesis was proposed.
Having administered the standardized reading test, this researcher selected a group of 60 (out of 76)
almost homogeneous Iranian senior high school students and randomly assigned them to control and
experimental groups. Based on their scores, the experimental class was divided into 10 almost
heterogeneous teams -- three members each. For 16 weeks, both the groups received the same course
materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and
equivalent methods of evaluation, but the experimental group experienced language learning via CTBL
rather than via the Lecture Method as their counterparts in the control group.
After 16 weeks again the reading test was administered to both the groups. The obtained scores on
pre-test and post-test were analyzed through different statistical procedures. The results, of the study,
rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL had a
significant effect on improving the reading comprehension of Iranian senior high school students. The
statistics exhibited that all participants in general and lower performers in particular - in CTBL class -
outperformed their counterparts in the comparison group.
6. 'Competitive Team-Based Learning: My Didactic Weapon', Germany: Scholars' Press, 2015 /

ISBN: 978-3-639-51336-3
The new edition of this book was published in Germany under the title of
"Dr Hosseini's Catalyst for Transformation and Change", Scholar's Press Publishing, 2019 /ISBN:
978-613-8-82422-0
After dissecting part of the socio-educational/political background to my revolutionary seminal approach to
teaching namely Competitive Team-Based Learning (CTBL), this manuscript clarifies certain misgivings
regarding integrating the element of competition within cooperative learning settings in order to pave the
way to a to-the-point introduction to CTBL, my pedagogical approach. The book also discusses – at length –
distinguishing features and characteristics of CTBL, with reference to the present methods and approaches
like CLT and particularly Cooperative Learning (CL) methods. It also highlights the kind of objectives,
syllabi, materials, tasks, activities, and evaluation system proposed for CTBL. More importantly, teachers'
responsibilities in CTBL settings have been thrown into sharp relief. The book will also give a glimpse of
the significance of my didactic weapon for our today world context of despotism!
This 85-page manuscript will be found highly useful particularly for those educators who want to
contribute to the elimination of particularly sheep-like dictators or any other sources of injustice, barbarity,
oppression, and terror and bloodshed and destruction from among their societies.
7. ‘Sample Articles by an ELT Scholar’, Germany: Lambert Academic, 2015 / ISBN: 978-3659-
49616-5
In the present guidebook I have brought together more than 50 articles i succeeded present or publish in
various national and international symposia and journals in course of pursuing my doctorate in India. This
volume consists of a broad range of articles including one entitled “ELT in Higher Education in Iran and
India: A Critical View” to one on “Infusion of Emerging Online Technology into ELT: The Need of the
Hour”, and one on "Globalisation and ELT".
This 372-page manuscript will be found a highly useful model particularly for those academicians who
want to get familiar with the latest issues and trends in the field of Education in general and ELT in
particular and, more importantly, with the process, techniques, tactics and strategies of developing articles.
(ELT) students and teachers as well as methodologists, curriculum experts, researchers, and even policy
makers could take note of the noteworthy benefits this material proposes or implies. If you cannot afford
purchasing my book from amazon, search my name and download my bookticles through my websites for
free.
8. ‘Penetrating PhD and the Beyond via Letter Writing’, Germany: Scholars' Press, 2015 / ISBN:
978-3-639-70518-8 , Available at
https://www.researchgate.net/publication/333674076_Penetrating_into_PhD_and_the_Beyond_via_Le
tter_Writing?_sg=A85eW2c-
mBjzSlsjm_jMsqDnxsZ25k55hLtENxGwBBaJn3XJUiiSkNnT0zjB92FNis-Bja1LbPPrn-
RClZuZIbl74rTOAZ_ZK09n7IE8.sAy4WOBWgPVWoqCEEhUFg2RiZ-
wP0fUelL5t_VZRX0XTTad21BcAIJ2rLzLtPUjhH1fiBxEeg1znH8wpfkAm-A
This book lays down the letters i sent or received in pursuance of pursuing my doctoral degree at Mysore
University, in the biggest democracy of the world, in India. It consists of a broad range of letters, including
the request i made for registration at the University to the letter i e-mailed to the then prime minister of
India, requesting him to save me from the horrible circumstance an Iranian Mafia occasioned for me,
because of my PhD project, which was on developing my didactic weapon, based on my own edu-political
theories. Importantly, in addition to the original synopses i proposed to few Indian professors in an attempt
to persuade them to guide me towards my doctorate, this typescript entails both the final synopsis of my
doctoral dissertation and the outline based upon which i had my viva voce. Three sample articles i
succeeded to launch in some renowned journals 'before', 'during', and 'after' my PhD study have also found a
place in this manual.
This 274-page material will be found a highly useful model especially for those academicians who are
desirous of pursuing their doctorate abroad as it gives them a comprehensive understanding of the process
underlying obtaining a doctoral degree overseas. Language learners, ELT students, educators, and PhD
guides could also take note of the significant benefits this volume proposes.
9. ‘Competitive Team-Based Learning in Conversation Classes’, Germany: Scholars' Press, 2015 /

ISBN 978-3-639-86105-1
The book is about the effects of Competitive Team-Based Learning (CTBL), Dr Hosseini’s innovative
approach to teaching, and Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the
most popular method of Cooperative Learning (CL), developed by Johnson and Johnson at Minnesota
University -- on oral performance of Iranian EFL intermediate students. Furthermore, it depicts the
participants' attitudes towards language learning, individualistic class structure, CL, and the selected
methods before and after the study.
The book would be fruitful to all teachers and particularly language teachers and researchers.
Jahanbazian, T. (2015). A Study into the Effects of 'Competitive Team-Based Learning' and 'Learning
Together' on the Oral Performance of Intermediate EFL Learners. Unpublished MA Thesis, Kohgiloyeh And
Boyer Ahmad Islamic Azad University, Iran. IJRELT, 3(1), 60-73.
10. ‘Competitive Team-Based Learning vs. Student Teams-Achievement Division: Scholars' Press,
2017 / ISBN 978-620-2-30109-1
This book reports an experimental investigation on the effects of a new type of cooperative learning (CL)
method namely 'Competitive Team-Based Learning' (CTBL), developed by Hosseini (2012) at Mashhad
Education Office in Iran, and 'Student Teams-Achievement Divisions' (STAD), developed by Slavin (1977)
at Johns Hopkins University, in the US, on the reading comprehension of Iranian EFL intermediate students.
After conducting a PET proficiency test to a total population of 75, sixty students were selected, based on
their scores in the pretest. Then, they were randomly assigned to two experimental groups – thirty per group.
Each class was divided into seven teams of four – the two remaining students in each class worked in pairs.
While the first experimental group was instructed via STAD method of CL, the second experimental group
was instructed via Hosseini's method of (language) teaching (i.e., CTBL). The reading comprehension test
(posttest) was used at the end of the study to assess the probable progress in the reading comprehension
ability of the students. The results on independent samples T-test showed statistical significance at P≤0.05
level that can be attributed to the effect of CTBL on the participants' reading comprehension achievements.
That is, CTBL was more effective than STAD in improving the reading comprehension ability of Iranian
EFL intermediate students.
11. Competitive Team-Based Learning vs. Reciprocal Teaching of Reading: A Study in Reading
Classes, Germany: Scholars' Press. ISBN 13: 978-3-639-86057-3
This study was an experimental investigation on the effects of a new type of cooperative learning (CL)
method namely 'Competitive Team-Based Learning' (CTBL), developed by Hosseini (2009, 2012, 2018) at
Mashhad Education Office in Iran, and 'Reciprocal Teaching of Reading' (RTR), developed by Palinscar, at
the University of Michigan, and Brown (1985), at the University of Illinois at Urbana-Champaign, on the
reading comprehension of Iranian EFL intermediate students. It was also tried to measure the attitude of the
participants towards these methods before and after the study.
12. 'An Evaluation of “Learn to Speak English” Software: With Focus on Constructivists' View of
Learning', Germany: Lambert Academic, 2015 / ISBN: 978-3-659-67372-6
In this 126-page book we have explicated how we evaluated "LTSE" software, with focus on Constructivists'
view of learning based on our own educational software evaluation form or checklist. It took 3 months for us
to develop this standardised checklist. It covers 52 evaluation criteria in five major categories: content,
Mayer’s principles of multimedia instruction, constructivists' instructional characteristics, ease of
use/flexibility, and design/esthetics. Our checklist can be used by anyone else with knowledge of educational
software and language teaching for evaluating any other educational software for language teaching/classes.
13. Effectiveness of Cooperative Learning Methods: A Study with Iranian and Indian
Undergraduate Learners. DOI: 10.13140/RG.2.2.31310.10566 .This is my PhD Thesis, which is
available also at http://shodhganga.inflibnet.ac.in:8080/jspui/handle/10603/73487
http://idochp2.irandoc.ac.ir/FulltextManager/fulltext15/diss/21/21643.pdf
14. My book about My Didactic Weapon. Download for FREE!

http://iranglobal.info/node/67290
‫‪Dr S.M.H.Hosseini_CV‬‬ ‫‪9‬‬
‫‪15.‬‬ ‫"یادگیری تیمی رقابتی‪ :‬کاتالیزور و اسلحه آموزشی من"‬

‫‪http://iranglobal.info/node/66805‬‬
‫‪16.‬‬ ‫ارزشیابی مدرسان و دانش آموزان‪/‬دانشجویان‪ :‬چالش ها و راهبردها‪ ،‬انتشارات آوای اندیشه‬
‫‪Evaluating Teachers and Students: Problems and Solutions‬‬
‫علتالعلل سعادت و یا شقاوت مردمان در هر سرزمینی به سیستم تعلیم و تربیتی آنها که مدرس (معلم‪/‬استاد) و روش تدریس او رکن آن‬
‫است برمیگردد‪ .‬در چنین شرایطی است که اهمیت و نقش راهبردی ارزیابی و ارزشیابی مدرسان و دانشآموزان‪/‬دانشجویان مشخص‬
‫میشود‪ .‬بهویژه ارزیابی‪ ،‬ارزشیابی و رتبهبندی استاندارد و سیستماتیک مدرسان و روش تدریس آنها حائز اهمیت است چراکه عاملی‬
‫تعیینکننده در سرنوشت آیندهسازان هر جامعهای و بهتبع آن خود آن جامعه و فرهنگ و تمدن آن میباشند‪.‬‬
‫بهعنوان یک متخصص در حوزه آموزش و تعلیم و تربیت که ‪ 62‬سال سابقه تدریس در مدارس و دانشگاههای داخل و خارج‬
‫از کشور دارم تابهحال چندین راهبرد استراتژیک مؤثر برای بهروزرسانی و جایگزینی "اهداف آموزشی"‪" ،‬روشهای تدریس"‪" ،‬نیروی‬
‫انسانی"‪" ،‬مواد آموزشی" و "سیستمهای ارزشیابی" و "کنکور" فعلی در آموزشوپرورش و آموزش عالی ارائه دادهام‪ .‬کتاب حاضر به‬
‫ارائه راهبردهایی برای ارزشیابی عملکرد‪ ،‬تکوینی و پایانی دانشآموزان‪/‬دانشجویان و مدرسان میپردازد‪ .‬این کتاب که اطالعات مفیدی‬
‫راجع به سیستمهای ارزشیابی و رتبهبندی علمی و استاندارد مدرسان و همینطور چگونگی سنجش و ارزشیابی میزان پیشرفت و رشد‬
‫دانشآموزان‪/‬دانشجویان به مسئوالن‪ ،‬مدرسان و سیاستگذاران آموزشی ارائه میدهد شامل نه بخش است‪ – .‬یادآوری اینکه قسمت عمده‬
‫کتاب ترجمه مقاالت اساتید غالباً آمریکایی در دانشگاههای مختلف است که در منابع آخر کتاب به آنها اشارهشده است‪.‬‬
‫عمده بخشهای این کتاب و بویزه بخش ‪ 1‬راجع به انواع روشهای ارزشیابی و ارزیابی دانشآموزان‪/‬دانشجویان و‬
‫مدرسان‪ ،‬معایب و محاسن و شیوههای بهکارگیری آنها است‪ .‬بخش ‪ 6‬به تشریح همهجانبه ارزشیابی تکوینی‪ ،‬اصول و معایب و محاسن و‬
‫چگونگی اجرای آن پرداخته است‪ .‬در بخش ‪ 3‬به چگونگی و روش های ارزشیابی مدرسان پرداخته شده است‪ .‬بخش ‪ 4‬به ارایه‬
‫راهبردهایی برای ارزشیابی مدرسان بواسطه مشاهده تدریس آنها در کالس هایشان و عوامل متعدد تاثیرگذار خارج از حوزه اختیارات آنها‬
‫در موفقیت و یا عدم موفقیت آنها می پردازد‪ .‬این بخش نتایج تحقیقی را ارایه می دهد که بسیار قابل تامل و سودمند هستند‪ .‬اما بخشهای ‪5‬‬
‫و ‪ 8‬کتاب پیش رو تألیف اینجانب میباشند‪ .‬در بخش ‪ 5‬نقدی جدی و سیستماتیک بر منابع آموزشی و آزمون ارزشیابی جهت رتبهبندی‬
‫معلمان داشتهام و به ارائه راهبردهایی مهم و مؤثر برای این منظور پرداختهام‪ .‬در بخش ‪ 2‬به ماهیت و عملکرد ارزشیابی تکوینی و مالک‬
‫ها و معیارهای سودمند در ارتقای کیفیت آموزشی و یادگیری بواسطه بکارگیری هدفمند و استراتزیک این نوع ارزشیابی پرداخته شده‬
‫است‪ .‬بخش ‪ 7‬به ساختارهای ارزشیابی و سنجش برای ارتقای کیفیت خروجی مدارس می پردازد‪ .‬در بخش ‪ 8‬به ارائه راهبرد استراتژیک‬
‫خودم بهعنوان جایگزینی منحصربهفرد برای کنکور خسارتزای فعلی پرداختهام‪ .‬در بخش پایانی – بخش ‪ - 9‬جمعبندی خودمان راجع به‬
‫ارزشیابی ایدئال مدرسان و دانشآموزان‪/‬دانشجویان را ارائه نمودهایم‪.‬‬
‫‪17.‬‬ ‫آموزش در فضای مجازی‪ :‬راهنمای عملی برای تدریس در مقاطع ابتدایی و متوسطه ‪ 1‬و ‪2-‬‬
‫‪ ،‬انتشارات ضریح آفتاب‬
‫در این کتاب به ارائه راهبردهای عملی یک استاد آمریکایی برای استفاده مؤثر از تکنولوژیها‪ ،‬فضا و امکانات دنیای مجازی پرداختهام‬
‫که بهویژه در شرایط حاضر در دوران کرونا بسیار مفید فایده هستند‪.‬‬
‫‪18.‬‬ ‫شما مدیر مدرسه هستید! چگونه مدیریت کنیم؟‪ :‬استراتزی ها و راه حل ها برای رهبران تازه کار‪،‬‬
‫انتشارات آوای اندیشه‬
‫کتاب فوق ترجمه کتابی هست که در اوایل فوریه ‪ 6261‬توسط انتشارات اسپرینگر در آمریکا منتشر شد‪ .‬اینجانب این کتاب را برای‬
‫آموزش پرورش مشهد ترجمه کردم‪.‬‬
‫اهمیت کار مدیران از آن جهت است که رهبری مدارس را که درواقع کسرهایی از جامعه هستند بر عهده دارند‪ .‬موفقیت و یا‬
‫عدم موفقیت آنها جامعه و حتی حکومت را تحت تاثیر قرار خواهد داد‪ .‬کتاب حاضر که شامل ‪ 18‬فصل میباشد منبعی بسیار با ارزش و‬
‫سودمند بهویژه برای مدیران تازهکار مهدکودکها‪ ،‬مدارس‪ ،‬دبیرستانها و هنرستانها و مراکز کار و دانش است‪.‬‬
‫خانم جن اسکوانکه که برای سالها مدیر یک دبیرستان موفق در ایاالتمتحده آمریکا میباشد در این کتاب به ارائه و تشریح‬
‫تجربیات و راهحلها‪ ،‬راهکارها و استراتژیها و راهبردهای خود در مواجهه با مسائل متفاوت در دوران مدیریتش پرداخته است‪ .‬حتی‬
‫مدیران باتجربه هم میتوانند از اطالعات ارائهشده در البهالی صفحات و ورای خطوط آنها در این کتاب بهره ببرند‪ .‬ما در پایان این‬
‫کتاب‪" ،‬طرح تشكیل كارگروه حل مسئله در آموزشوپرورش" خودمان را هم ارائه دادهایم‪ .‬میتوانید عنوان اصلی کتاب حاضر را که در‬
‫زیر آمده است در اینترنت جستجو کنید و به آن برسید‪:‬‬
‫?‪You’re the Principal! Now What‬‬

‫‪Strategies and Solutions for New School Leaders‬‬
‫‪1. My PHILOSOPHICAL INSIGHTS‬‬

‫‪https://www.researchgate.net/publication/340397926_Philosophical_Insights_from_Prof_Seyed_MHHossei‬‬
‫‪ni‬‬
ARTICLE PUBLICATIONS / PRESENTATIONS

IN ENGLISH
1. Hosseini, S.M.H. (2023). My Transformative Edu-political Theories and Liberating Approach to
Teaching. International Journal of English Language Teaching, 11(2), 31-60. Also published by
International Journal of Applied Linguistics and English Literature, (2022), 11(3), 68-86.
2. Hosseini, S.M.H. (2063). Competitive Team-Based Learning: A Strategic Approach to the
Empowerment of the Other. Forthcoming.
3. Hosseini, S.M.H. (2063). Cooperative Learning (Methods) and Competitive Team-Based Learning.
Forthcoming.
4. Hosseini, S.M.H. (2063). Methods Analysis: Comparing Competitive Team-Based Learning with other
Methods and Approaches. Global Journal of Language Teaching. Forthcoming.
5. Hosseini, S.M.H. (2063). Review of Literature of Cooperative Learning Methods and Competitive
Team-Based Learning: What we must Know. Forthcoming.
6. Hosseini, S.A.A., and Hosseini, S.M.H. (2063). On the Effectiveness of Competitive Team-Based
Learning and Cooperative Integrated Reading and Composition on the Reading Comprehension of
Iranian Elementary Students. Forthcoming
7. Hosseini, S.M.H. (2009). Infusion of Emerging Online Technologies into ELT: The Need of the
Hour, Perspectives in Education, 25 (2), 119–127. Also available at
http://eltweekly.com/2009/06/eltweekly-issue22-research-paper-by-mohammad-hassan-hosseini/
8. Hosseini, S.M.H. (2007). ELT in Higher Education in Iran and India: A Critical View. Language in
India, 7, 1-11. Retrieved January 15, 2019, from
http://www.languageinindia.com/dec2007/eltinindiaandiran.pdf
9. Hosseini, S.M.H. (2015). Method Engineering: Towards a Strategic Approach to the Empowerment of
the Other. International Journal of SYLWAN, 4(2),159-168.
10. Hosseini, S.M.H. (2020). My Liberating Approach to Teaching and the Howabouts of its
Transforming Power. IJOTL-TL, 5, 3, 155-168. DOI: 10.30957/ijotl-tl.v5i3.634. Available at
https://ijotl- tl.soloclcs.org/index.php/ijoltl/article/view/634/603 Also available at
file:///C:/Users/Dr%20Hosseini/Downloads/634-Article%20Text-1380-3-10-20201002.pdf
11. Hosseini, S.M.H. (2021). My Liberating Approach Edu-Political Theories . European journal of
Education Studies, 8 (1), 313-336. Available at https://oapub.org/edu/index.php/ejes/article/view/3541
12. Hosseini, S. M. H. (2014). Competitive Team-Based Learning vs. Group Investigation with Reference
to the Language Proficiency of Iranian EFL Intermediate Students. International Journal of
Instruction, 7, 176-188.
13. Hosseini, S.M.H. (2012). A study of the effects of Competitive Team-Based Learning and Structured
Academic Controversy on the language proficiency of Iranian EFL college seniors. The ISI
International Journal of Adult Vocational Education and Technology, 3, (4): 54-69.
DOI: 10.4018/javet.2012100105. Available at https://www.igi-
global.com/gateway/article/73802#pnlRecommendationForm
14. Hosseini, S.M.H. & Akbarzadeh, M (2021). 'Competitive Team-based Learning' vs. ‘Student Teams-
Achievement Divisions' in a Reading Class, IJOTL-TL, 6(1), 73-92.
15. Hosseini, S.M.H. (2018). Cognitive Socio-Political Language Learning Theory, Multiple Input-Output
Hypothesis and Competitive Team-Based Learning". Theory and Practice in Language Studies, 9(4):
411-423. DOI: http://dx.doi.org/10.17507/tpls.0904.08. Retrieved January 15, 2019, from
http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0904411423/1875
16. Hosseini, S.M.H. (2019). Cognitive Socio-Political Language Learning Theory, Multiple Input-Output
Hypothesis And Competitive Team-Based Learning, Presented at the International Conference on
‘New Trends in English Language Teaching and Testing’ held at Dubai, United Emirates on 17 March.
Video available at https://www.aparat.com/v/4ip6M
https://www.slideshare.net/SMHHosseini/towards-dr-smhhosseinis-liberal-approach-to-teaching
17. Hosseini, S.M.H. & Salari, F. (2019). Competitive Team-Based Learning vs. Reciprocal Teaching of
Reading: A Study in Reading Classes. Journal of Language Teaching and Research, 10(3), 489-500.
DOI: 10.17507/jltr.1003.12 Retrieved January 15, 2019, from
http://www.academypublication.com/ojs/index.php/jltr/article/view/jltr1003489500/1898
18. Hosseini, S.M.H. (2000). The Impact of Competitive Team-Based Learning on the Reading
Comprehension of Iranian High School Students. MA Thesis, Islamic Azad University of Garmsar,
Iran. Published at Roshd FLT Journal, 2003; 77(20): 42–49. Available at
http://ensani.ir/file/download/article/20101209160815-599.pdf Also published at Iranian Journal of
Teaching Languages and Literature, 2004, 5 (2), 16, pp. 15-34
19. Hosseini, S.M.H. (2010). Theoretical foundations of Competitive Team-Based Learning. Canadian
International Journal of English Language Teaching, 3, 229 - 243. doi:10.5539/elt.v3n3p229. Retrieved
January 24, 2019 from http://www.ccsenet.org/journal/index.php/elt/article/view/7236
20. Hosseini, S.M.H. (2006). Globalisation, Cooperative Learning, and ELT, Indian Journal of English
Language Teaching, 44: 2–12. Available at
https://www.researchgate.net/publication/332092247_Globalization_Cooperative_Learning_and_ELT
21. Hosseini, S.M.H. (2006). Paradigm Shifts of Language Teaching Methodology: From Text-Based
towards Context-Focused Approaches, DIVINER: A Research Journal of Humanities and Social
Science, 3: 128–134. Available at
https://www.researchgate.net/publication/332092338_Paradigm_Shifts_on_the_Way_towards_My_Stra
tegic_Approach_to_Contemporary_ELT . Also Presented at the U.S. sponsored International
Symposium on ‘Towards Improvements in English Language and Literature Teaching: Communicating
Across the Curriculum’ held at Chandigarh, India on September 22–24, 2006.
22. Hosseini, S.M.H. (2007). Task Based Language Instruction: Unplanned Open Tasks vs. Unplanned
Closed Tasks with reference to Writing Achievement of Iranian EFL University Students, ISI Journal
of Perspectives in Education, 23 (1), 43–48. Available at
https://www.researchgate.net/publication/333419277_Task-
Based_Language_Instruction_Unplanned_Open_Tasks_vs._Unplanned_Closed_Tasks_with_reference_to_
Writing_Achievement_of_Iranian_EFL_University_Students
23. Hosseini, S.M.H. (2006). New Trends in ELT: Cooperative Language Learning and Bi-/Multi-Lingual
Settings, Presented at the International Congress on ‘Bilingualism in an ESL Classroom’ held at
Guahati, India on March 27–28. Available at
https://www.researchgate.net/publication/333651714_Cooperative_Language_Learning_in_Bilingual_S
ettings
24. Hosseini, S.M.H. (2006). Prospect of Peace in the Middle East, the speech delivered by the author as
the third (and last) main speaker at the International Forum on ‘Global Peace and Civil Action’ –
sponsored by National Federation of University Co-operative Association, Japan, held at Mysore, India
on August 11–12, 2006. – Available at
http://www.hindu.com/2006/08/11/stories/2006081116530300.htm
25. Hosseini, S.M.H. (2006). Dynamics of Cooperative Learning, Presented at the UGC sponsored State
Level Discussion on ‘English Language Teaching’ held at Mysore, India on March 21. Available at
https://www.researchgate.net/publication/333651304_Dynamics_of_Cooperative_Learning
26. Hosseini, S.M.H. (2007). Reading Instruction in EFL/ESL Classrooms: Towards Context-Based
Strategy Training, Presented at the NAAK sponsored National Seminar on ‘Quest for Quality:
Classroom Matters’ held at Kumta, India on March 5–6. Available at
https://www.researchgate.net/publication/333651639_Reading_Instruction_in_EFLESL_Classrooms_T
owards_a_Context-based_Strategy_Training
27. Hosseini, S.M.H. (2007). Groupwork and Five Main Hypotheses in ELT: The Relations, Presented at
the International Symposium on ‘English for Today and Tomorrow’ held at Chennai, India on February
9–10.
28. Hosseini, S.M.H. (2007). Grammar Teaching and Approach Dilemma in ELT: What's the Solution?,
Presented at the UGC sponsored International Seminar on ‘Grammar and Meaning’ held at Guntur,
India on January 29–31. Available at
https://www.researchgate.net/publication/333651727_Grammar_Teaching_and_Approach_Dilemma_in
_ELT
29. Hosseini, S.M.H. (2007). Boosting the Effectiveness of Groupwork in ELT Classes, Presented at the
National Forum on ‘Innovative Approaches and Techniques of Teaching English’ held at Coimbatore,
India on July 13-14. Available at
https://www.researchgate.net/publication/333583005_Boosting_the_Effectiveness_of_Competitive_Tea
m-Based_Learning
30. Hosseini, S.M.H. (2007). Testing in ELT Classes: Towards Evaluation of Creativity and Critical
Thinking, Presented at the International Symposium on ‘English for Today and Tomorrow’ held at
Madras, India on February 9–10.
31. Hosseini, S.M.H. (2007). First Language Reading Methodologies and FL/L2 Reading Instruction:
Towards an Emphasis on the Acquisition of Language in EFL/ESL Learning Environments, Presented
at the ‘35th All India Conference of Dravidian Linguists’ held at Mysore, India on June 21–23.
Available at
https://www.researchgate.net/publication/333651647_First_Language_Reading_Methodologies_and_F
LL2_Reading_Instruction_Towards_an_Emphasis_on_Acquisition_of_Language_in_EFL_ESL_Learni
ng_Environments
32. Hosseini, S.M.H. (2007). Web-Based Collaborative Language Learning: Enhancing the Efficiency of
Distance Learning, Presented at the International Forum on ‘New and Emerging Technologies in ELT’ -
- sponsored by SIG, UK, held at Madras, India on August 3–5. Available at
https://www.researchgate.net/publication/333651749_Web-
Based_Collaborative_Language_Learning_Enhancing_the_Efficiency_of_Distance_Learning
33. Hosseini, S.M.H. (2008). Critical Elements of Cooperative Learning Methods, Presented at the
International Congress on ‘Learning to Teach: A Life-Long Journey’ held at Chennai, India on
February 8–10. Available at
https://www.researchgate.net/publication/333583004_Critical_Elements_of_Competitive_Team-
Based_Learning
34. Hosseini, S.M.H. (2008). Vocabulary and Vocabulary Teaching/Learning Strategies: A Comprehensive
Study, Presented at the SFLA sponsored International Conference on ‘English Grammar on Language
Engineering and Information Technology’ held at Heyderabad, India on January 6–11.
DOI: 10.13140/RG.2.2.35429.45284 Available at
https://www.researchgate.net/publication/333419438_Vocabulary_and_Vocabulary_Teaching_Learnin
g_Strategies_A_Comprehensive_Study
35. Hosseini, S.M.H. (2008). ATTENDEE at the National Conference on ‘English Language Teaching’
held at Roode Hen, Iran on February 17. -- My paper, which was a comprehensive introduction to my
instructional weapon, was rebutted once again!?
36. Hosseini, S.M.H. (2009). Harnessing Jigsaw in Language Classes, Presented at the National Conference
on ‘Technology and Language Teaching’ held at Gujarat, India on February 26-27.
37. Hosseini, S.M.H. (2009). Students’ Accountabilities in Active Learning Classes, Presented at the
National Meeting on ‘Technology in ELT’ held at Changa, India on January 29–30.
38. Hosseini, S.M.H. (2010). Teams-Games-Tournaments vs. Lecture Method with Reference to the
Language Proficiency of Iranian EFL Intermediate Students”, Not allowed to be presented at the
International Meeting on ‘ELT in the Islamic World’ held at Tehran, Iran on December 2–4. I was
dismissed from this conference as i strongly criticized Dr Haji Babaii, Iran’s then minister of
Education, after his lecture in the inauguration session, and after i announced that i would introduce my
instructional weapon in my lecture. – A weapon for the overthrow of dictatorship.
39. Hosseini, S.M.H. (2012). Cooperative Learning Methods: A Thorough Introduction, Presented at the
National Forum on ‘ELT in Iran: Challenges and Innovations’ held at Torbat-e-Heydarieh, Iran on May
21.
40. ‫مقایسه اثر روش تدریس "یادگیری تیمی رقابتی" و روش تدریس"ترکیب خواندن و نوشتن در کار‬
‫گروهی" بر مهارت خواندن و درک مطالب دانش آموزان پنجم ابتدایی‬
https://www.researchgate.net/publication/341313638_mqaysh_athr_rwsh_tdrysyadgyry_tymy_rqabty_w_rw
sh_tdrystrkyb_khwandn_w_nwshtn_dr_kar_grwhy_br_mhart_khwandn_w_drk_mtalb_dansh_amwzan_pnj
m_abtdayy May 2020 DOI: 10.13140/RG.2.2.29890.20169
https://www.slideshare.net/SMHHosseini/ss-233665202
PART OF MA THESES i have guided/supervised/contributed to / most of which are on the

effectiveness of my own approach to teaching i.e., CTBL
1. Derafsh-kaviyan, Payam (2017). The Impact Competitive Team-based Learning vs. Cooperative
Group-Based Learning on EFL Learners’ Mastery of Structure. Unpublished MA thesis, Islamic Azad
University of Roudehen, Iran.
2. Jahanbazian, T. (2015). A Study into the Effects of 'Competitive Team-Based Learning' and 'Learning
Together' on the Oral Performance of Intermediate EFL Learners. Unpublished MA Thesis, Kohgiloyeh
And Boyer Ahmad Islamic Azad University, Iran.
3. Jahanbazian, T. (2015). A Study into the Effects of 'Competitive Team-Based Learning' and 'Learning
Together' on the Oral Performance of Intermediate EFL Learners. IJRELT, 3(1), 60-73.
4. Akbarzadeh, M (2017). A Study into the Effects of 'Competitive Team-Based Learning' And ‘Student
Teams- Achievement Divisions' on The Reading Comprehension of Iranian EFL Intermediate Students.
Unpublished MA thesis, Islamic Azad University of Roudehen, Iran.
5. Abbaspour, S.S. (2016). An Investigation into the Impact of Discourse Markers on Reading
Comprehension amongst Intermediate EFL Students. Unpublished MA Thesis, Yasouj Islamic Azad
University, Iran.
6. Abedianpour, S. (2016). The Impact of Class Brainstorming Strategy on Writing Performance of Iranian
Advanced EFL Learners. Unpublished MA Thesis, Yasouj Islamic Azad University, Iran.
7. Ghahramanlou, H. (2016). The Effect of 'Reciprocal Teaching of Reading' on the Reading

Comprehension of Iranian EFL Intermediate Students. Unpublished MA Thesis, Rood-e-Hen Islamic
Azad University, Iran.
8. Mohammadi, N. (2015). An Evaluation of “Learn to Speak English” Software: A Qualitative Study

with Focus on Constructivists’ View of Learning. Unpublished MA Thesis, Tehran Payame
NoorUniversity, Iran.
9. Forouzan, N. (2015). The Effect of Self Directed Learning Strategies on Introvert vs. extrovert Iranian
EFL Learners' Reading Comprehension. International Journal of Language Learning and Applied
Linguistics World (IJLLALW), 9 (2), 1-7.
10. Kamdideh, G. (2017). On the Effects of 'Reciprocal Teaching of Reading' and 'Cooperative Integrated
Reading and Composition 'on the Reading Comprehension of Iranian EFL Intermediate Students.
11. Salimi Bani, K. (2017). The Effect of Competitive Team-Based Learning (CTBL) and Cooperative
Integrated Reading and Composition (CIRC) on the Reading Comprehension of Iranian Intermediate
EFL Learners. Unpublished MA Thesis, Khorasgan (Isfahan) Islamic Azad University, Iran.
12. Salari, F. (2018). The Effect of Competitive Team-Based vs. Reciprocal Program in Reading
Comprehension Ability of Iranian EFL Learners. Unpublished MA Thesis, Quchan Islamic Azad
University, Iran.
=====================================
Some VIDEOS on my Approach to Teaching

Introductory VIDIO to my Theory and Approach to teaching
https://www.aparat.com/v/84KSX
Introductory VIDIO to my Liberating Approach to Teaching
https://www.aparat.com/v/mfx1q
VIDIO of my Didactic Weapon in a real class situation
https://youtu.be/cPtOUaIkJlk
VIDIO on Howabouts of the Transforming Power of my Liberating Approach
https://www.aparat.com/v/fAErU
Video of my Catalyst for Transformation and CHANGE
https://www.aparat.com/v/fGYKb
VIDIO on The Demise of Communicative Language Teaching
https://www.aparat.com/v/zGV3v
‫تعریف دکتر سید محمد حسن حسینی از یادگیری تیمی سیستماتیک‬

Dr Seyed Mohammad Hassan Hosseini differentiates Cooperative Learning from Collaborative Learning for
some Indian university professors and students.
https://www.aparat.com/v/JH6c8
‫تمییز روش تدریس دکتر سید محمد حسن حسینی از روش های غربی‬
Dr Seyed Mohammad Hassan Hosseini differentiates his own innovative approach to teaching (i.e.,
Competitive Team-Based Learning) from the present Cooperative Learning Methods, which are popular in
the West, for some Indian scholars. ‫تمییز روش تدریس من از روش های تدریس غربی که بر کار گروهی تمرکز دارند‬.
https://www.aparat.com/v/1xX0s
‫معرفی روش تدریس دکتر حسینی‬

Dr Seyed Mohammad Hassan Hosseini introduces his own innovative approach to teaching (i.e.,
Competitive Team Based Learning) to some Indian university professors and their students.
https://www.aparat.com/v/3FG9u
The 2 minute video to my very first definition of TEACHING

https://www.aparat.com/v/aeOoI
Hosseini, S. M. H. (2019). Cognitive Socio-Political Language Learning Theory, Multiple Input-Output
Hypothesis and Competitive Team-Based Learning". Theory and Practice in Language Studies, 9(4): 411-
423. DOI: http://dx.doi.org/10.17507/tpls.0904.08. Available @
http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0904411423/1875
‫ویدیوی معرفی پیش زمینه فکری من که به خلق روش تدریسم انجامید و دانشگاه میسور بخاطرش به من‬
:‫دکترای تخصصی روش تدریس داد‬
https://www.aparat.com/v/RVEud
http://www.aparat.com/v/i32tK :‫ویدیوی روش تدریسم در کالس‬
:‫ویدیوی جستاری هرمنوتیکی در ماهیت رهایی بخش کاتالیزور و اسلحه اموزش من‬
https://www.aparat.com/v/h4OZx
https://www.aparat.com/v/lbGf5 :‫ همین کتابم راجع به روش تدریسم‬17 ‫ویدیوی معرفی‬
:‫ تعریف اینجانب از یادگیری تیمی سیستماتیک‬:‫ویدیو‬
https://www.aparat.com/v/JH6c8
:‫ تمییز روش تدریس اینجانب از روش های غربی که بر کار گروهی تمرکز دارند‬:‫ویدیو‬
https://www.aparat.com/v/1xX0s
‫ معرفی روش تدریس دکتر حسینی‬:‫ویدیو‬
https://www.aparat.com/v/3FG9u
:‫ تعریف اینجانب از" آموزش" برای دانشجو معلمان هندی‬:‫ویدیو‬
https://www.aparat.com/v/aeOoI
‫ خالقیت ذهنی و چگونگی‬، ‫این ویدیوها را منتشر کنید تا همکاران با مفاهیمی چون تفکر انتقادی‬
.‫ آشنا شوند‬... ‫درنوردیدن مرزهای دانش و‬
FORTHCOMING PUBLICATIONS AND PRESENTATIONS
Books
2. ‘THEY FEAR me THEY Kill me: I Am a Roaring Flowing Mirroring Blood Drop'
This 300-page manual highlights the matrix which shaped my past and so reoriented my beliefs. This
typescript naturally mirrors part of my wounds occasioned by those who consider themselves as our God!, in
Iran. - Those who kept the right for them to destroy my dreams. In order to demotivate and horrify me,
THEIR dictatorial attitude even let them to murder one of my innocent family members, in a non-sensible
way! THEIR true nature, Hitlerian outlook, and act of conduct, however, knowingly or unwittingly, gave
birth to my philosophy: A philosophy empowered by a crushed soul - A wounded soul who capacitated my
philosophy in such a way that he is able to pave the way to a different future. - A different future but not for
me – it is already late, but rather for the Other, the outcast/the deprived critical thinkers who have their own
identity, attitude, and ideology but are almost always purposefully ignored, marginalised, and in point of
actual fact - insensibly – victimised because of their approach to thinking and living.
This guidebook is in a sense, in essence, me: An oppressed who is here to draw the dream future of
those who have the illusion of living. - Those who are not only unable to live but they are also hardly
existing. I am here to re-orient and recalibrate the Other's attitudes towards new horizons. I am here to show
them the way to purposeful living, if they want to justify their sufferings. I am here to aware the people of
the fact that under a tyrannical regime, majority of them lack critical awareness of the agents who control
their beliefs, lives, and destinies. My main mission is to critically aware the oppressed majority. Once they
are awaken, they will try to get empowered so as to take the course of action against totalitarianism. And
this leads towards their emancipation – towards democracy.
I am here, thereby, to reformulate the Other's destinies. I am here to do so via awakening their critical
sensibility and via reformulating their approaches to thinking, which are the bases of attitudes. I, as an
AGENT OF CHANGE, change their attitudes. And there is POWER in attitudes as they have enormous
impact on beliefs, and beliefs influence and go forth in actions, ... and actions lead on to our destiny.
3. ‘Dr Hosseini's Memories of His Tough Times’; "‫"خاطرات سال های فراموش نا شدنی‬
……………………………..……
4. ‘Rading Pedagogy in the Third Millennium: Aspects and Perspectives’;
5. ‘Eglish Grammar for Pre-Intermediate EFL Learners’;
6. ‘Eglish Grammar for Intermediate EFL Learners’;
7. ‘Eglish Grammar for Upper-Intermediate EFL Learners’;
8. ‘Eglish Grammar for University Students’;
----------------------------------------------------------------------------------------
HONOURS
1. Appreciated by “Tehran Roshd Book Festival”, for my significant seminal guidebook: “Beyond the
Present Methods and Approaches to ELT/Education: The Crucial Need for a Radical Reform”,
Published by Jungle Publications in Tehran; 27 Feb. 2014 http://samanketab.roshdmag.ir/fa/news/1375

2. Interviewed by BBC Persian TV on a live programme, about “The Main Reasons for the Fiasco of
ELT in Iran”, 13 Aug 2013. Available at https://www.youtube.com/watch?v=8QDNZasldds
3. Interviewed by BBC Persian TV on a live programme, about “ELT and Culture Invasion”, 8 May
2016. Available at https://www.youtube.com/watch?v=Tl_-j0PGhH0&feature=youtu.be
4. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Critical
Thinkers' Speeches in Iran”, 8 November 2016. Available at https://youtu.be/ZkFB-3eOZ1I
5. https://aparat.com/v/OEdbe
6. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Concerts in
Mashhad, Iran”, 10 October 2016. Available at https://youtu.be/jSdG7OMYWAc
7. https://www.aparat.com/v/wrWRE
8. Elected, by Zabansara Educational and Cultural Institute (Exclusive Representative of Oxford
University Press & LCCI Examination Centre) - in Tehran, Iran - (after a group interview) for
directing two branches of the Institute in Bojnord and Jajarm provinces, Iran; 2001
9. Chairman, of English Department, Education Office, Jajarm, Iran; 2001
10. Elected, by English Department, Education Office, Mashhad, Iran for my significant educational
method, which was video-taped - by them - for the benefit of in-service programmes and seminars for
teachers; January 2003
11. Recipient, of Collaboration Award - in recognition of my cooperation with Allameh Research Centre
in Mashhad; Education Office, Mashhad, Iran; January 2011
12. Recipient, of Collaboration Award - in recognition of my effective teaching; Education Office,
Mashhad, Iran; February 2013
15. Recipient, of Collaboration Award - in recognition of my active collaboration with English
Department; Education Office, Mashhad, Iran; January 2003
16. Recipient, of Collaboration Award - in recognition of my sense of duty; Education Office, Mashhad,
Iran; January 2002
17. Recipient, of Outstanding Teaching Award - in recognition of effective teaching strategies; Education
Office, Jajarm, Iran; May 1998
18. Recipient, of Collaboration Award - in recognition of my cooperation with Imam Ali High school,
Education Office, Mashhad, Iran; May 2002
19. Interviewed by Indian TV reporter, about Persian language, 10 July 2006
20. Elected, by English Department, Teacher Training Centre, Mashhad, Iran for my significant
instructional strategy, which was video-taped - by them - for the benefit of in-service programmes and
seminars for teachers; January 1994
WORKSHOPS ATTENDED
1. A Two-day Workshop on ‘Research Methodology’, Organised by the Department of Studies in
Economics and Co-operation at University of Mysore, India on March 12–13, 2007
2. A Three-day Workshop on ‘Testing’, Organised by the Department of English at Education Office,
Mashhad, Iran on March 11–13, 2004
3. A Three-hour Workshop on 'Lesson Study', Organised by Education Office, Mashhad, Iran on
November 11, 2015
COURSES TAKEN
1. A Three-month Course in ‘Teaching Methodology’, Organised by the Department of English at
Education Office, Mashhad, Iran on April-June, 2005
2. A Three-month Course in ‘Statistical Application’, Organised by the Centre for Information Science
and Technology at University of Mysore, India from July to September 2007
3. A Two-month Course in ‘IT Awareness’, Organised by the Centre for Information Science and
Technology at University of Mysore, India from May to June 2006
OTHER TECHNICAL KNOWLEDGE/SKILLS

Besides my capacity for hard work, strong (teacher) training skills, and knowledge and working competence
in (online) teaching programmes, as a highly motivated assertive educator, i have excellent interpersonal,
and organizational and leadership savvy.
PROFESSIONAL AFFILIATIONS
1. Member, ELTAI, Chennai, India
2. Member, ELTeCS, British Council, England
3. Member, KELTA, Mashhad, Iran. – Unfortunately since i have been back from India, they have
boycotted me!
REFERENCES: Available upon request
OTHER PAPERS IN PERSIAN (SCIENTIFIC & POLITICAL)

:‫ تیوری های آموزشی سیاسی من‬.41
https://www.researchgate.net/publication/342864693_nzryh_hay_amwzshy_syasy_prwfswr_hsyny_payh_ha
y_tywryk_aslhh_amwzshy_rhayy_bkhsh_mn?_sg=dKVE29GFgunYF_tSDwp0uXyII1pp8hkWCazBaBcr3
VVzuF9iBy1S-z0IcHEPjBdhcfIfS8AkNshN88mZ-
Cw80c9PpYkeG44nvWE5DKlO.TwfUTN4KnNk2exMECsJio6jdwj_i6ExI5E488lcW0T5GItJ9hhoJyKdjhn
aYcAZUN1tVXmRtUMNop0gQ7S9uhw
42. GENECIDE of IRI against my generation
‫جنایت علیه بشریت و نسل کشی در جمهوری آیت الشیطان ها‬
https://www.tribunezamaneh.com/archives/211044
‫یادداشت "سید هاشم خواستار" – رییس کانون صنفی معلمان ایران راجع به من که در همان روز انتشارش‬
:‫من را از "تیمارستان" آزاد کردند‬
https://khabargar.net/%D8%AF%DA%A9%D8%AA%D8%B1 -%D8%B3%DB%8C%D8%AF-
%D9%85%D8%AD%D9%85%D8%AF-%D8%AD%D8%B3%DB%8C%D9%86%DB%8C-
%D9%85%D8%B9%D9%84%D9%85-%D9%85%D8%B4%D9%87%D8%AF%DB%8C-
%D8%AA%D9%88%D8%B3%D8%B7-%D8%A7%D8%B7%D9%84/
‫ مصاحبه ها و سخنرانی های من‬،‫برخی گفتگوها‬ .1

2. My Lecture on 'The Middle East and Peace!"
!‫ترجمه سخنرانی من در دانشگاه هندوستان درباره چشم انداز صلح در خاور میانه‬
3. My Lecture on "Islam: a psychological artefact for Exploiting the Iranian!"
‫سخنرانی هشدار آمیز من درباره "تحریف عاشورا و تشیع علوی" در عصر و شرایط حاضر‬
http://news.gooya.com/politics/archives/2016/10/218317.php
4. Iranian Teachers' Organization's Interview with me about Current drawbacks of ELT in Iran
‫مصاحبه گروه پژوهندگان کانون صنفی معلمان پیرامون مسایل آموزش زبان در ایران‬
http://melliun.org/iran/109098
5. Interviewed by BBC Persian TV on a live programme, about “The Main Reasons for the Fiasco of ELT in
Iran”, 13 Aug 2013. Available at https://www.youtube.com/watch?v=8QDNZasldds
6. Interviewed by BBC Persian TV on a live programme, about “ELT and Culture Invasion”, 8 May 2016.
Available at https://www.youtube.com/watch?v=Tl_-j0PGhH0&feature=youtu.be
7. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Critical Thinkers'
Speeches in Iran”, 8 November 2016. Available at https://youtu.be/ZkFB-3eOZ1I
8. Interviewed by BBC Persian TV on a live programme, about “The Reasons for Banning Concerts in
Mashhad, Iran”, 10 October 2016. Available at https://youtu.be/jSdG7OMYWAc
Some of my "Scientific" Articles, in Persian

‫برخی مقاالت علمی من‬ .9
‫نقدی بر روش تدریس دکتر جاوید و شرکا‬
‫ علمی و معتبر بودن منابع آموزشی و آزمون رتبه بندی معلمان‬،‫!نقدی بر میزان استاندار‬
1. Corrupt Leaders of Iranian Education System
‫مافیای فاسد حاکم بر آموزش عالی و آموزش پرورش‬
1. My Edu-Political Theories
2. " My Cognitive Socio-Political Language Learning Theory": Theory of Language of CTBL
!‫پایه تئوریک "یادگیری تیمی رقابتی" – اسلحه آموزشی من‬
https://www.researchgate.net/publication/332951414_payh_hay_tywryk_aslhh_amwzshy_dktr_syd_mhmd_
hsn_hsyny
https://melliun.org/iran/204606
3. My strategic alternative for the present Iranian approaches to teaching and the national exam
4. ‫ ایرانیان و طرح جایگزین من‬،‫ مافیا‬،‫کنکور‬
https://www.researchgate.net/publication/341296884_knkwr_mafya_srnwsht_flakt_bar_ayranya
n_w_rahbrd_astratzhyk_mn_bray_rhayy_az_srnwshty_shwm_tr
5. The video about Japan Teacher Education System I translated:

:‫ دقیقه ای راجع به "سیستم تربیت معلم ژاپن" که من ترجمه کردم‬68 ‫ویدیویی‬
https://www.aparat.com/v/NIGhm
6. "Research and the Approach to Researching" ‫ مقاله و پروپوزال نویسی‬،‫تحقیق و روش تحقیق‬
7. "Lesson Study, Approach to Lesson Study, and Some Suggestions"
‫درس پژوهی و شیوه درس پژوهی چند پیشنهاد‬
http://sedayemoallem.ir/%D8%A2%D9%85%D9%88%D8%B2%D8%B4-
%D9%86%D9%88%DB%8C%D9%86/item/3416-%D8%AF%D8%B1%D8%B3-
%D9%BE%DA%98%D9%88%D9%87%DB%8C-%D9%88-%D8%B4%D9%8A%D9%88%D9%87-
%D8%AF%D8%B1%D8%B3-%D9%BE%DA%98%D9%88%D9%87%DB%8C
8. "Dissecting the Banking Method and the Beyond in Iranian Regime of Education"
‫کالبد شکافی رژیم آموزشی ایران و ورای آن‬
http://www.farhangiannews.ir/view-21971.html
9. The urgent need for establishing Teaching Methods Department in Ministry of Education
‫ضرورت تاسیس دپارتمان روش تدریس در وزارت آموزش و پرورش‬
10. The crucial need for integrating Ministry of Education and Ministry of Science and Technology
‫ضرورت ادغام وزارت علوم و وزارت آموزش و پرورش‬
https://damadam.ir/news/%D8%AF%D8%B1%D8%A2%D9%85%D8%AF%DB%8C-%D8%A8%D8%B1-
%D8%B6%D8%B1%D9%88%D8%B1%D8%AA-%D8%A7%D8%AF%D8%BA%D8%A7%D9%85-
%D9%88%D8%B2%D8%A7%D8%B1%D8%AA-%D8%B9%D9%84%D9%88%D9%85-%D9%88-
%D9%88%D8%B2%D8%A7%D8%B1%D8%AA-%D8%A2%D9%85%D9%88%D8%B2%D8%B4-
%D9%88-%D9%BE%D8%B1%D9%88%D8%B1%D8%B4/8564118
!‫طرحی نو برای هرز دادن نیروهای متخصص و بیت المال در پژوهسرای مشهد‬
11. Harnessing Internet Technologies in Academic Situations
‫به خدمت گیری تکنولوژی اینترنت در محیط های آموزشی‬
12. Group Learning ‫یادگیری گروهی‬
%D9%86%D9%88%DB%8C%D9%86/item/158-
%DB%8C%D8%A7%D8%AF%DA%AF%DB%8C%D8%B1%DB%8C-
%DA%AF%D8%B1%D9%88%D9%87%DB%8C
13. Different Approaches to Group Learning / ‫انواع روش های یادگیری گروهی‬
14. An Introduction to my own approach to teaching, "Competitive Team-Based Learning"
‫ روش تدریس ابداعی من‬:‫یادگیري تیمي رقابتي‬
15. Some Mechanisms underlying Competitive Team-Based Learning
"‫برخی مکانیزمهای "یادگیری تیمی رقابتی‬
16. Facilitating the Effect of Competitive Team-Based Learning "‫تسهیل تاتیر "یادگیری تیمی رقابتی‬
http://sedayemoallem.ir/%D8%AF%DB%8C%D8%AF%DA%AF%D8%A7%D9%87/item/2767-
%D8%AA%D8%B3%D9%87%DB%8C%D9%84-%D8%AA%D8%A7%D8%AB%DB%8C%D8%B1-
%D8%B1%D9%88%D8%B4-%D8%AA%D8%AF%D8%B1%DB%8C%D8%B3-
%D8%AA%DB%8C%D9%85%DB%8C-%D8%B1%D9%82%D8%A7%D8%A8%D8%AA%DB%8C
17. Essentials for academic success: What Students should Know.

.‫ کنکوری ها و دانشجویان باید برای موفقیت بدانند‬،‫آنچه دانش آموزان‬
18. The relation between Testing and Cheating in Iran! ‫آزمون پیشرفت تحصیلی و اسراف بیت المال‬
https://www.tribunezamaneh.com/archives/141250#respond
19. An Introduction to my 17th seminal guidebook ‫معرفی سیزدهمین کتاب من‬
http://smi-edu.com/index.php/%D8%AE%D8%A8%D8%B1/1195-
beyond-the-present-methods-and-approaches-to-elt-education-the-cruc
20. The video which shows me doing self-defending techniques in my class :‫من و ورزش رزمی‬
https://www.youtube.com/watch?v=0bEtxvRAVGI
https://www.aparat.com/v/8ReaC
21. ‫اگر بعنوان وزیر آموزش و پرورش انتخاب شوم‬

http://www.sedayemoallem.ir/%DB%8C%D8%A7%D8%AF%D8%AF%D8%A7%D8%B4%D8%AA/item
/16182-%D8%A7%DA%AF%D8%B1-%D9%88%D8%B2%DB%8C%D8%B1-
%D8%A2%D9%85%D9%88%D8%B2%D8%B4-%D9%88-
%D9%BE%D8%B1%D9%88%D8%B1%D8%B4-%D8%B4%D9%88%D9%85%E2%80%A6
http://moallemirani.com/37293
https://irankhabarnews.com/2019/07/10/%D8%A7%DA%AF%D8%B1-
%D9%88%D8%B2%DB%8C%D8%B1-%D8%A2%D9%85%D9%88%D8%B2%D8%B4-%D9%88-
%D9%BE%D8%B1%D9%88%D8%B1%D8%B4-%D8%B4%D9%88%D9%85-
%D8%AF%DA%A9%D8%AA%D8%B1-%D8%B3%DB%8C%D8%AF-%D9%85/
Some of my "Edu-Political" Articles, in Persian

‫برخی مقاالت "علمی سیاسی" من‬
‫خالصه رساله دکترای من‬ .66

23. Education System or Sheep Producing Factory?! / !‫سیستم آموزشی یا کارخانه گوسفند سازی؟‬
24. How/whyabout of developing political competency of our students in Schools and Universities
‫لزوم ارتقای بینش سیاسی دانش آموزان و دانشجویان‬
http://www.nedayeazadi.net/1395/02/18652
http://zeitoons.com/6936
25. Essentials of and Approaches to Training Critical Thinking in Iranian Educational Regime
‫ضرورت و راهکارهای پرداختن به تفکر انتقادی در رژیم آموزشی ایران‬
26. Corruption among Iranian Judiciary
‫!فساد و ستم در بیدادگاه های مشهد العلم الخدا‬
27. Why I nominated myself for the Iran’s Senate?
‫چرا کاندید نمایندگی مردم مشهد برای مجلس یازدهم شدم؟‬

28. My distinguishing vantage point towards naughty students
‫!تفاوت دیدگاه من در کالس داری و مواجهه با دانش آموزان شرور‬
29. Howabouts of Transforming Power of my Didactic Catalyst
‫جستاری هرمنوتیکی در ماهیت رهایی بخش کاتالیزور و اسلحه آموزشی دکتر حسینی‬
30. On the whyabout of the preference of Wealth to Science by the Iranian !‫چرایی ترجیح ثروت بر علم‬
31. The significance of English Language and the Final Solution for Effective ELT in Iran
‫اهمیت زبان انگلیسی و راهکارهای برون رفت از ناکامی آموزش زبآن در ایران‬
32. Iranian Education regime is at service of Capitalism
‫آموزش و پرورش و آموزش عالی؛ بازوان اجرایی کاپیتالیسم در ایران‬
33. Teachers; The Key to Change in Iran ‫تغییر در روش تدریس معلمان کلید تغییر در ایران‬
34. My strategic solutuion for Iranian dissatisfied Teachers
‫راهبرد پیشنهادی من به معلمان ستمدیده ایران‬
http://irankhabarnews.com/2017/09/30/%D9%85%D8%B9%D9%84%D9%85%D8%A7%D9%86-
%D8%B3%D8%AA%D9%85%D8%AF%DB%8C%D8%AF%D9%87-
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%D8%AD%D9%84-%D9%BE%DB%8C%D8%B4-%D8%B1%D9%88-%D9%86%D9%88/
35. My Strategic Weapon for the overthrow of dictatorial/corrupt regimes (with VIDEO)
‫ كاتالیزور و اسلحه آموزشي من‬:‫یادگیري تیمي رقابتي‬
36. How my seminal revolutionary approach to teaching is a WEAPON?
‫جستاری هرمونیتیکی در ماهیت رهایی بخش اسلحه آموزشی دکتر حسینی‬
37. A Gift from India ‫تحفه هند‬
38. Today World Teachers’ Responsibilities ‫وظایف معلمان و اساتید در عصر و شرایط حاضر‬
39. Students' Responsibilities in my classes ‫یادگیری تیمی رقابتی و وظایف دانش آموزان‬
%D9%86%D9%88%DB%8C%D9%86/item/2431-
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40. The History of Language Teaching and the Influence of My (Dr S.M.H.Hosseini's) Theory on It
‫روند تکاملی آموزش زبان و تاثیر تیوری آموزشی سیاسی دکتر حسینی بر آن‬
Some of my "Socio-Political" Articles, in Persian

‫سیاسی" من‬-‫ برخی "مقاالت اجتماعی‬
41. Internet-Based Communication Era and THEIR Concerns! ‫عصر ارتباطات و دلواپسی های دلواپسان‬
42. The only Reason for Deletion of the Brains in Iran ‫حذف مدارس تیز هوشان؛ مصلحت نظام‬
43. Why Iranian have been designed to live in poverty?! ‫در چرایی زیر خط فقر نگه داشتن ایرانیان‬
44. Why Iranian People are the most Depressed People in the World?!
‫چرا ایرانیان افسرده ترین مردم دنیا هستند!؟‬
http://sahamnews.org/2015/06/285612/
45. The reason for resorting to Missiles by Iranian special guard: What Iranians, Government and
the US Should Realise ‫ دولت و آمریکا‬،‫ضرورت درک موشک پرانی های سپاه توسط ملت‬
https://www.tribunezamaneh.com/archives/95699?tztc=1
46. Five Reasons for Iranian Miseries ‫پنج عامل عقب ماندگی ایران از دیدگاه یک معلم‬
http://degarbavaran.blogspot.com/2016/07/blog-post_894.html
http://isdmovement.com/2016/0816/080316/080318-Mohammad-Hassan-Hosseini-5-factors-of-our-
backwardness.htm
47. Imperialism and Dictatorship in Iranian Regime ‫امپریالیسم و دیکتاتورشیپ در نظام مقدس‬
48. On the Interwoven Relationship between Iranian Regime and Corruption
‫چرایی همزادی جمهوری اسالمی و فساد‬
49. Islam and Democracy: Thinkers should Save Islam ‫ علما به فریاد اسالم برسید‬:‫اسالم و دموکراسی‬
50. Some of Dr Rohani's Post-Nuclear-Deal Responsibilities
‫برخی مسئولیتهای "پساتحریم " دولت روحانی از دیدگاه یک معلم‬
51. The Crucial Need for Understanding Iranian's Message, in Election, by the Totalitarians
‫لزوم درک پیام معنا دار ملت توسط تمامیت خواهان‬
52. There is no other option but dooming to failure !‫چاره ای نیست انگار‬
http://www.iranglobal.info/node/67385
53. Iranian People, Watch Council and American Cowboy ‫ شورای نگهبان و گله دار آمریکایی‬،‫مردم‬
54. President Rouhani and the dream of becoming Iranian leader ‫حسن روحانی در سودای رهبری‬
https://bit.ly/2rggTuY
55. Islam and Muslims' Rulers: Which Islam and What kind of Islamic Rulers?!
‫ کدامین اسالم!؟ و کدامین حاکمان مسلمان!؟‬:‫ و اما اسالم و حاکمان مسلمان‬..
56. Quran, Muslims and Dictatorship ‫ ما و مبارزه با استبداد‬،‫قرآن‬

https://bit.ly/2Hrlxw4
57. Why should Iranian people boycott the presidential elections? ‫چرا باید انتخابات را تحریم کنیم؟‬
58. On the 5+1's and Iran's nuclear deal! ‫پیش درآمدی بر روند آخر در رینگ برجام‬
59. Oppressors are doomed to defeat ‫طاغوت و استبداد رفتنی است‬
60. The U.S.'s last move towards Overthrow of IRI ‫گام آخر آمریکا برای سرنگونی رژیم ایران‬
61. How I try to improve my students' socio-political awareness ‫برخی مطالب غیر درسی در کالسهای من‬
62. Corrupt food and Iranian peoples' health !‫مواد غذایی صادراتی برگشتی و سالمت مردم‬
63. Some other Out-of-Class Issues We Discuss About In My Classes ‫مداح می خواهید یا معلم؟‬
64. Teachers' in-service Programs or …?! !‫کالسهای ضمن خدمت یا ضمن خفت؟‬
http://sedayemoallem.ir/%DB%8C%D8%A7%D8%AF%D8%AF%D8%A7%D8%B4%D8%AA/item/6708-
%D8%A2%D9%85%D9%88%D8%B2%D8%B4-%D8%B6%D9%85%D9%86-
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%D8%AA%D8%AD%D9%82%DB%8C%D8%B1-%D8%A2%D9%86%D8%A7%D9%86-%D8%9F
65. President Rohani's Intelligence service are torturing my mind!

!‫منش آخوند روحانی! استفاده ابزاری روحانی از بیت المال‬
http://sedayemoallem.ir/%DB%8C%D8%A7%D8%AF%D8%AF%D8%A7%D8%B4%D8%AA/item/8736-
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%D8%AC%D9%85%D9%87%D9%88%D8%B1%DB%8C-%D8%B3%D8%A7%D9%84-96
66. Education arena – The Basis for Dictatorial Regimes ‫ پایگاه امپراطوری تمامیت خواهان‬-‫عرصه آموزش‬
67. Corruption & Oppression in Islamic Republic of Iran Education Office
‫نمونه ای از دزدی و ستم در آموزش و پرورش ایران‬
68. How narrow-minded is our present Education minister! !‫وزیر مونگول آموزش و پرورش مغول ها‬
69. A Small Profile of Corruption in Mashhad, the biggest city after Tehran
!‫برشی از زیر پوست مشهد العلم الهدا‬
70. We, the Sheep, and THEY ‫ما گوسفندان و آنها‬
71. Who are the Iranian Intelligence Service Protecting?! !"‫حراست نظام "مقدس" جمهوری "اسالمی‬
!‫حراستی ها چه کسانی را به حراست و پاسبانی نشسته اند؟‬
72. THEY are stealing from my salary! !‫از چندرغاز حقوق من معلم هم می دزدن این دین فروشان‬
https://iranglobal.info/node/69025
73. Yoga or a Catalyst!? !‫یوگا یا بمب اتم؟‬
74. Why my personal approach to teaching is a weapon?
!‫جستاری هرمونیتیکی در ماهیت رژیم ایران و رابطه اش با آمریکا‬
75. THEY are Pressurizing Me Economically… !‫یارانه ام را هم قطع کردند‬
76. Dr Shariati, The miserable Chicken, and I! !‫ جوجه نگونبخت و من‬،‫دکتر شریعتی‬
77. Brain Killing in Education Office in Iran: Oppressing the Brains or Betraying the People!?
!‫ جفا در حق من یا خیانت به مردم؟‬:‫نخبه کشی در آموزش و پرورش‬
78. What a good man has been appointed as God! !‫خوب آدمی را خدا گذاشته اند‬
79. Categorizing People in Dictatorial Regimes ‫دسته بندی مردم در حکومت های استبدادی‬
80. On the Meaningful Sudden Death of Hashemi Rafsanjani, the most favorite politician in Iran
‫مرگ هاشمی رفسنجانی – مصلحت نظام‬
‫پروفایل من در سایت مجلس‬

https://www.majlesiran.com/prov/Khorasan-Razavi
‫پروفایل من در سایت سیاستمدار‬

https://www.siasatmadar.com/electoral-districts/%D9%85%D8%B4%D9%87%D8%AF-
%DA%A9%D9%84%D8%A7%D8%AA
Some Special Articles on the Howabout THEY have

targeted/Victimized me and my Generation
.‫برخی مقاالت "ویژه" من که به توصیف چگونگی ریشه کن کردن من و نسل و تبار من توسط سپاه پاسداران می پردازند‬ 
81. The Liberating Islam, an artifact for exploiting people here in Iran
‫اسالم رهایی بخش؛ ابزاری اما برای غارت مستضعفان در ایران‬
82. Our Mad Rulers !‫مسیوالن سایکوپت آموزش و پرورش مشهد مقدس‬
83. Fake Barbarous Muslims and I in India! ‫من تنها و انجمن اسالمی هند‬
84. Why do THEY not publish my seminal books in Iran?!
‫چرا کتابهای من را در ایران منتشر نمی کنید؟‬
http://sedayemoallem.ir/%D9%85%D8%B9%D8%B1%D9%81%DB%8C-
%DA%A9%D8%AA%D8%A7%D8%A8/item/5575-%D8%B1%D8%A7%D9%87-%D9%BE%D8%B1-
%D9%81%D8%B1%D8%A7%D8%B2-%D9%88-%D9%86%D8%B4%DB%8C%D8%A8-
%DB%8C%DA%A9-%D9%85%D8%B9%D9%84%D9%85-%D8%AF%D8%B1-
%D9%85%D8%B9%D8%B1%D9%81%DB%8C-%DB%8C%DA%A9-
%DA%A9%D8%AA%D8%A7%D8%A8
85. The relation between my book and the mysterios murder of my sister in law
‫کتاب من و وحشت منجر به قتل آنها‬
86. The relationship between my critical article and their pressures on my family
‫تاراج و قلع و قمع من و نسل و تبار من توسط سپاه ابن مرجانه‬
87. Under a Prophet-Face Satan ‫در سیطره سپاه شیطان پیغمبر نما‬
http://bit.ly/2zXaFX1
:‫این کارها را با مسیوالن مستقل هم انجام میدهند‬
http://news.gooya.com/2018/04/post-14289.php
88. Am I in IRI or in Guantanamo Prison?! !‫من در جمهوری اسالمی ام یا در زندان یزید؟‬
!‫اعتراض من به حکم سه ماه انفصال از خدمت و قطع حقوق من‬
89. Introducing an Agent of Conspiracy ‫مدیر کل اطالعاتی قاچاقچی که به قصد کشتن به من "سم" داد!؟‬
90. Engineering the Society in Dictatorial Regimes
‫نمونه ای از مهندسی نرم نسلها در رژیم فاشیستی و شیطانی ایران‬
91. Iranian Antediluvian Regime
‫ به کام غارتگران‬،‫حکومت قرون وسطایی؛ به نام اسالم عزیز و مظلوم‬
https://bitu.ir/6QcZDq
92. Satanic Management of universities
‫والیت شیطانی و فاشیستی والیتی ها بر دانشگاه آزاد اسالمی‬
93. Civilized Antediluvian Creatures
!‫متحجرین مترقی‬
94. Terrifying, Arresting and Torturing me by Iranian Intelligence Service

‫ بازداشت و شکنجه دکتر سید محمد حسن حسینی توسط سپاه پاسداران‬،‫ترعیب‬
http://farsi.iranbriefing.net/%D8%AF%DA%A9%D8%AA%D8%B1-%D8%B3%DB%8C%D8%AF-
%D9%85%D8%AD%D9%85%D8%AF%D8%AD%D8%B3%D9%86-
%D8%AD%D8%B3%DB%8C%D9%86%DB%8C/
95. I am worried about the lady who was taken to madhouse by Iranian Intelligence service
‫نگران سیده لیال میر غفاری هستم‬
96. Derooting my generation by Mullah's regime in Iran ‫پیمان مصلوب صلیب قیصران پارسی من‬
97. The reasons for which THEY have targeted me in IRI! !‫در چرایی هدف واقع شدن من در جمهوری اسالمی‬
98. Why THEY are not considering Iranian unsatisfied people objections?!
!‫چرا به اعتراضات ما رسیدگی نمی کنند؟‬
99. THEY put me in Mashhad Mad House! ‫جنایتی دیگر علیه من بعنوان پاره ای از بشریت‬
100. Why THEY arrested me on my flee and took me to MADHOUSE for the second time?
:‫من در تیمارستان ابن سینای مشهد‬
https://iranglobal.info/node/70968
https://khabargar.net/%D8%AF%DA%A9%D8%AA%D8%B1-%D8%B3%DB%8C%D8%AF-
%D9%85%D8%AD%D9%85%D8%AF-%D8%AD%D8%B3%DB%8C%D9%86%DB%8C-
%D9%85%D8%B9%D9%84%D9%85-%D9%85%D8%B4%D9%87%D8%AF%DB%8C-
%D8%AA%D9%88%D8%B3%D8%B7-%D8%A7%D8%B7%D9%84/
101. My second Letter to Khamenei, Iran's Leader ‫دومین نامه من به خامنه ای‬
102. On Howabout of Realizing an Ayatollah from an Ayatolsheitan
‫در چگونگی تشیص و تمییز یک آیت هللا از یک آیت الشیطان‬
103. THEY have hired a special team for torturing me!
!‫شمرشان را هم برای زجر کش کردن من باالی سر من آوردند‬
104. Who are our holy Prophet’s real successors?!
!‫ سادات کیستند و چه ویژگی هایی دارن؟‬:‫بمناسبت عید غدیر‬
==================
SUMMARY
*** To be brief and to the point, as an Iranian independent educator, i am interested in Liberal Education and
have a zest for awakening, empowering, and emancipating the oppressed majority. I succeeded to publish more
than 150 bookticles during my stay in India, in the course of pursuing my PhD, in ELT, amidst a horrifying hell
the IRI Intelligence Service occasioned for me. Particularly, since i recalibrated the critical attitude of my mind
towards the philosophy beyond curricula in corrupt regimes, and since i focused upon the importance of his
didactic weapon for educators in today world context of tyranny, i have been under extreme brutal pressure here
in Iran. Although i have the experience of teaching in different universities, both in Iran and overseas, i have
been obliged to teach at a ‘school’ ‘for backward students' in Mashhad!
My 27 years professional background has provided me with a great deal of experience. I have had the
privilege of meeting and discussing with internationally acclaimed specialists across the globe. As a highly goal-
oriented and compassionate educator whose confidence, perseverance, and vision promote success, development,
and peace, i am extremely interested in improving human condition particularly via awakening and empowering
the Other/the deprived communities/societies. I am now looking to continue this as a full time career at a right
place with right persons elsewhere in our planet. ...Where they let me teach... Where they let me write....Where i
‫‪Dr S.M.H.Hosseini_CV‬‬ ‫‪27‬‬
‫‪would be allowed to "live" on my own terms and principles, the manifestation of which could be noticed in my‬‬
‫‪articles/books.‬‬
‫‪Enc. Degrs./Certs.‬‬
‫==============================‬
‫‪Note: I submitted this CV to more than 100 universities in Iran but none of them granted my request merely‬‬
‫!‪because of my ideology, which shapes my approach to thinking, teaching and living‬‬
‫===========================================‬
‫‪ -‬رزومه سید محمد حسن حسیني ‪-‬‬
‫سید محمد حسن حسیني ‪ --‬دكترای آموزش و روش تدریس ( زبان انگلیسي )‬
‫آدرس ‪ :‬مشهد‪ ،‬فرامرز عباسی ‪.... 14‬‬
‫‪mhhosseini2020@gmail.com‬‬ ‫همراه‪90115812100 :‬‬
‫‪http://drelt.ir‬‬
‫‪http://beyondelt.blogfa.com‬‬
‫با سالم و عرض ادب خدمت شما استاد فرهیخته‪،‬‬
‫احترما اینجانب سید محمد حسن حسیني‪ ،‬دكترای آموزش زبان انگلیسي از دانشگاه میسور در كشور هندوستان‪ ،‬به این وسیله در خواست‬
‫عضویت هیئت علمي در آن دانشگاه را مي نمایم‪.‬‬
‫خالصه ای درباره من‪:‬‬

‫مدرس‪ ،‬نویسنده‪ ،‬تیوریسین و نظریه پرداز‪ ،‬فعال مدنی و حقوق بشر و پژوهشگر "مستقل" با ‪ 62‬سال سابقه آموزش و تحقیق در مدارس‪،‬‬
‫موسسات و دانشگاههای داخل و خارج از کشور؛ ارایه دهنده دو تیوری آموزشی‪-‬سیاسی و روش تدریسی منحصربفرد در سطح بین المللی‬
‫– بمنظور بیدار سازی انتقادی مستضعفان و توانمند کردن آنها؛ مولف ‪ 23‬کتاب تخصصی ‪ -‬به زبان انگلیسی که در یک انتشارات بین‬
‫المللی در آلمان منتشر شده اند و در سایت آمازون فروش می روند و نگارنده بیش از ‪ 150‬مقاله به زبانهای فارسی و انگلیسی در مجالت‬
‫و کنفرانس های ملی و بویژه بین المللی راجع به مسایل و معضالت علمی‪ ،‬اجتماعی‪ ،‬اقتصادی و سیاسی جامعه و راهبردهای خروج از‬
‫آنها‪.‬‬
‫نظر استادم (پروفسور سباستین داسان) در دانشگاه میسور هندوستان ‪ -‬که در آنجا تدریس هم داشتم – بعد از اتمام تحصیلم راجع به من‪:‬‬
‫……………………………‪……..‬‬
‫‪"*Dr S.M.H.Hosseini is interested in Liberal Education and has a zest for awakening, empowering, and‬‬
‫‪emancipating the oppressed majority. He could be an effective team-leader and facilitator. He could be a‬‬
‫‪valuable asset to any institute of higher learning committed to academic excellence and to the cause of‬‬
‫‪nation building. He has also the capacity for hard work.‬‬
‫‪--Prof. A.S.Dasan– Dr Hosseini’s (PhD) Guide, India‬‬
‫‪------------------------------------------------------‬‬
‫جهت اطالع آن مقام گرامی اینجانب در سال ‪ 1326‬در خانواده ای مذهبی و انقالبی بدنیا آمده ام – نه انقالبی بعد از انقالب بلکه انقالبی‬
‫قبل از انقالب‪ .‬در سالهای ‪ 1326‬تا ‪ 1374‬همکاری بسیار نزدیکی با بسیج داشته ام که البته بعدها به دلیل تحصیل و کار توامان از شدت‬
‫این همکاری کاسته شد ‪ -‬هم اکنون نیز به بسیجی بودن خود افتخار می کنم‪ - .‬اما نمی توانم بسیجی درباری باشم‪ .‬حضور اینجانب در هیات‬
‫های مذهبی مخصوصا در تاسوعا و عاشورای حسینی و لیالی قدر نیز چشمگیر بوده و خواهد بود‪ .‬از ‪ 1374‬تا ‪ 1382‬در مدارس‬
‫راهنمایی‪ ،‬دبیرستان ها و مراکز پیش دانشگاهی شهرستان جاجرم و روستاهای آن مشغول به تدریس بوده ام‪ .‬از سال ‪ 1381‬به بعد نیز با‬
‫آموزش وپرورش ناحیه یك‪ ،‬ناحیه چهار و ناحیه هفت مشهد و نیز دانشگاه های آزاد اسالمی مشهد‪ ،‬بجنورد‪ ،‬قوچان‪ ،‬گلبهار‪ ،‬تربت‬
‫حیدریه‪ ،‬و موسسات آموزشی دیگر از قبیل جهاد دانشگاهی نیشابور و موسسه زبان حافظ (مشهد) همکاری نزدیک داشته ام‪ .‬در ورک‬
‫‪28‬‬ ‫‪Dr Seyed Mohammad Hassan Hosseini_CV‬‬
‫شاپ های متعددی شرکت کرده ام و ورک شاپ هایی هم برگزار کرده ام‪ .‬هم اکنون عالوه بر نگارش مقاالت و نیز رساله های دانشجویان‬
‫ارشد و دکترا ادیتور دو ژورنال بین المللی در آمریکا و کانادا و همین طور عضو ‪ 3‬انجمن تخصصی زبان در انگلستان‪ ،‬هندوستان و‬
‫ایران می باشم‪.‬‬
‫تاکنون در دو بازه زمانی جدا مجوز تاسیس موسسه زبان زبانسرا (نمایندگی آکسفورد در ایران) را در بجنورد و جاجرم و‬
‫نیز مجوز تاسیس موسسه زبان در قاسم آباد مشهد را به من داده اند که بنا بر مسایلی از جمله ادامه تحصیل نتوانستم این کار را کنم‪ .‬ضمنا‬
‫در سال ‪ 1398‬کاندید نمایندگی مجلس شدم که در دور اول تایید صالحیت شده ام‪ .‬مدارک موجود است‪.‬‬
‫تمامی مدارک فوق دیپلم (‪ ،)1374‬لیسانس (‪ ،)1377‬فوق لیسانس (‪ ،)1379‬و دکترای (‪ )1388‬اینجانب در آموزش زبان‬
‫انگلیسی بوده و تا کنون موفق به چاپ و ارائه ‪ 200‬کتاب و مقاله علمی و تخصصی شده ام‪ .‬سه مقاله تخصصی آی اس آی ‪ /‬دو مقاله‬
‫تخصصی در مجالت بین المللی اسکوپوس ‪ /‬سه مقاله تخصصی در مجالت بین المللی ‪ /‬شش مقاله تخصصی در مجالت ملی (هند) ‪ /‬نه‬
‫مقاله تخصصی در کنفرانسهای بین المللی ‪ /‬هفت مقاله تخصصی در کنفرانسهای ملی (غالبا در هند) ‪ /‬شصت و پنج مقاله فارسی (غالبا‬
‫سیاسی) در سایتهای خبری تحلیلی ‪ /‬مشاوره و راهنمایی هشت پایان نامه کارشناسی ارشد ‪ ./‬در آخرین مقاالتم که در دو ژورنال آی اس‬
‫آی در لهستان و انگلستان منتشر شد به معرفی "اسلحه آموزشی" م که بر پایه تیوری های آموزشی سیاسی خودم ارایه داده ام پرداخته ام‪:‬‬
‫اسلحه ای بسیار موثر برای براندازی نرم حکومت های استبدادی و فاشیستی که در واقع راهبردی آموزشی برای توانمند کردن‬
‫مستضعفانی هست که بواسطه سیستم فعلی آموزش و پرورش از نظر فکری هم مستضعف نگاه داشته شده اند تا راحت تر استحمار‪،‬‬
‫استثمار و استعمار و چپاول شوند‪ .‬عالوه بر این درهندوستان موفق به نگارش ‪ 66‬كتاب منحصر بفرد شدم که ‪ 17‬جلد آن در آلمان و ‪5‬‬
‫جلد در تهران چاپ شد‪ .‬ضمنا هشت ‪ )8‬کتاب و بیش از ‪ 10‬مقاله آماده چاپ هم دارم‪ .‬آخرین کتاب تخصصی و مرجع اینجانب که ‪462‬‬
‫صفحه است توسط انتشارات جنگل تهران چاپ شد‪ .‬نام کتاب که در دی ماه ‪ 1396‬به مرحله نهایی جشنواره رشد راه پیدا کرد و جزو ‪3‬‬
‫کتاب برتر کشور شد و توسط وزارت آموزش و پرورش به همه معلمان و دانشجو معلمان توصیه شد‪:‬‬
‫‪“Beyond The Present Methods And Approaches To ELT/Education:‬‬
‫”‪The Crucial Need For A Radical Reform‬‬
‫ارتقا یافته کتاب فوق‪:‬‬

‫‪My Liberating EDU-political Theories & Weaponizing CATALYST 4 Transformation & Change,‬‬
‫‪Scholars’ Press‬‬
‫در این شاهکارم ( کتاب) ‪ -‬به عنوان یک متدولوزیست (روش شناس) و تیوریسین (زبان شناس) متبحر ‪ -‬به معرفی روش‬
‫تدریس منحصر بفرد خودم که بر پایه تیوری آموزشی‪ -‬سیاسی م طراحی کرده ام و تا کنون دهها مقاله‪ ،‬کتاب و پایان نامه راجع به آن‬
‫نوشته شده است پرداخته ام‪ .‬عنوان این کتاب و یا هر کتاب و مقاله دیگرم و همینطور نام من را با پیشوند دکتر – به انگلیسی و فارسی ‪-‬‬
‫در اینترنت سرچ کنید‪ .‬امید است با عنایت پروردگار متعال بتوانم با تمام وجود در خدمت آرمان هاي آن دانشگاه باشم‪ .‬یاد آوری این که در‬
‫حال کامل کردن چند کتاب و مقاله دیگر نیز هستم‪ .‬اینجانب قابلیت های قابل توجهی دارم‪ .‬لطفا جهت اطالع بیشتر از شناسنامه علمي و‬
‫دیدگاه های اینجانب در زمینه های متفاوت و بویژه در باره مسایل آموزشی رزمه )‪ (CV‬پیوست را مالحظه بفرمایید‪.‬‬
‫حتما مقاله ام را که راجع به تیوری های آموزشی سیاسی و روش تدریس آزادی بخش م در سال ‪ 6266‬منتشر کردم مطالعه بفرمایید‪.‬‬
‫یادآوری‪ :‬حتما مقاله ای را که حسینی در سال ‪ 2023‬منتشر کرد و در منابع آمده مطالعه بفرمایید تا متوجه شوید که ایشان چگونه – به‬
‫عنوان یک معلم آزادی بخش ‪ -‬طی چهار مرحله زیر تغییری را که می خواهد در جوامع ببیند ابتدا در اذهان دانش آموزانش به وجود می‬
‫آورد‪ .‬ببینید چگونه به واسطه روش تدریس آگاهی‪ ،‬تعالی و رهایی بخشش‬
‫به بیدار کردن انتقادی دانش آموزان نسبت به مسایل پیرامونشان می پردازد؛‬ ‫‪.1‬‬
‫قفل اذهان آنها را باز و از استعمار باورهای غلط و خرافات رهایی می بخشد؛‬ ‫‪.2‬‬
‫آگاهی ها و دانش و بینش آنها را در حوزه های اجتماعی‪ ،‬فرهنگی‪ ،‬مذهبی و سیاسی ارتقا می دهد؛ و‬ ‫‪.3‬‬
‫آنها ‪ /‬شهروندان را به هر آنچه برای کار‪ ،‬زندگی و تعامالت موفق در سطوح محلی‪ ،‬ملی و بین المللی نیاز دارند مجهز و‬ ‫‪.4‬‬
‫در واقع آنها را توانمند می کند‪ – .‬از جمله مهمترین این موارد در واقع مسلح کردن شهروندان به مهارت های اندیشه ورزی‬
‫که شامل تفکر خالق‪ ،‬نقاد‪ ،‬تحلیلگر و علت و معلول یب هست می باشد‪.‬‬
‫با سپاس واحترام‬

‫سید محمد حسن حسیني – مشهد مقدس‬
‫====================‬
‫توجه‪ :‬این رزومه را به بیش از ‪ 122‬دانشگاه در ایران فرستادم اما – به خاطر نگرش سیاسی م به مقوله آموزش و ‪ ...‬هیچ یک از آنها من‬
‫را نپذیرفتند! اندیشه من را به مصلحت نظام مقدس و پاک خود ندیدند!‪ ....‬آنها سر سپرده می خواستند و من اما دل سپرده بودم‪ ...‬از همان‬
‫زمان نوشتن مقاالت انگلیسی را متوقف کردم و به نوشتن یادداشت ها و مقاالت فارسی (آموزشی‪-‬اجتماعی‪--‬سیاسی) پرداختم‪.‬‬
‫=================‬
More about Prof. Hosseini

As a pedagogical thinker, edu-political
analyst and strategist, transformational
educator, and radical practitioner, Prof.
Hosseini is interested in democratic
education and has a zest for critically
awakening, empowering, and
emancipating the Oppressed majority.
He succeeded to publish more than 180
bookticles during his stay in India, in
the course of pursuing his PhD, in
ELT, amidst a horrifying hell the IRGC
brought about for him. Hosseini has
suggested language as a transformative
means in his edu-political theories
based upon which he formulated his
liberating Educational Weapon, for the
overthrow of dictatorial/corrupt
regimes. Particularly, since he
recalibrated the critical attitude of his
mind towards the philosophy beyond
curricula in corrupt regimes, and since
he focused upon the importance of his
weapon for educators in today world
THEY have made Hosseini’s apartment a
context of tyranny, he has been under
extreme brutal pressure. THEY terrifying solitary confinement for him.

attacked Hosseini on the street and tore THEY have even applied a household radar
his eardrums, broke his teeth, stole in the apartment above his apartment in
from his salary for 27 years, deprived order to destroy his beautiful civilization-
him of his very basic rights, and builder mind via attacking it by devastating
arrested and took him to custody after dangerous rays!? THEY have made his bed
his awakening speeches on Teachers’ a horrifying place for torturing him, at mid-
Days. Although Hosseini has the nights, by their Russian-made radar. The
experience of teaching in different nightmare of Hosseini begins every night
universities both in Iran and overseas, when he goes to his bed to sleep. THEY
he has been obliged to teach at a school enter Hosseini’s apartment, in his absence,
for backward students in Mashhad! and poison his food and beverages, etc.
Even THEY poisoned and killed his Once Hosseini objects to such acts of
sister’s husband, and did not let him savagery, THEY take him to Psychiatric
marry the right girl. THEY commited Hospital or cut his salary, the average of
such a misdeed as THEY were of the which has not been more than $25 per
assumption that Hosseini is among month during the last three decades (modern
Khamenei’s (i.e., Iran ruler’s) number slavory)! THEY wreaked havoc on
1 strategic enemies, and so his Hosseini’s life and health, and raped his
generation should be wiped out lest dreams. Hosseini’s life was the price for his
they may contribute to the collapse of systematic endeavours for transforming
his regime! It was partly because of sheeple into People for the cause of
such atrocities that Hosseini decided to democratizing and de facto liberating our
give birth to his liberating child country. If you only nominate him as the
through his brain. THEY have arrested most distinguished/impactful teacher of the
Hosseini on his flee to Turkey and world, THEY dare not torture/poison him to
taken him to Tehran “Liberty” death any further. Hosseini is at present
Psychiatric Hospital thrice hitherto in searching for a job as a full-time lecturer
order to torture/destroy his creative elsewhere in the world to serve humanity at
mind via more horrific approaches to an international level.
mind torturing!

DR Seyed Mohammad Hassan Hosseini CV

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In His Name

Seyed Mohammad H. Hosseini; PhD, Mashhad, Iran c.CV

SEYED MOHAMMAD H. HOSSEINI

RECENT COURSES TAUGHT

OTHER ACADEMIC SERVICES

2. Editor , of Journal of “English Language Teaching” for two years, in Canada.

Video of my PhD Viva Voce at Mysore University:

1. My Liberating EDU-political Theories & Weaponizing CATALYST 4 Transformation & Change,

"Competitive Team-Based Leaning: Beyond Current didactic Methods", LAMBERT

ACADEMIC Publishing, 2018 /ISBN: 978-613-9-88479-7

4. ‘Cooperative Learning Methods + 1: Research and Innovation’, Germany: Scholars’ Press,

5. ‘Team-Based Learning in Secondary Education', Germany: Lambert Academic, 2013 / ISBN:

6. 'Competitive Team-Based Learning: My Didactic Weapon', Germany: Scholars' Press, 2015 /

9. ‘Competitive Team-Based Learning in Conversation Classes’, Germany: Scholars' Press, 2015 /

14. My book about My Didactic Weapon. Download for FREE!

‫‪15.‬‬ ‫"یادگیری تیمی رقابتی‪ :‬کاتالیزور و اسلحه آموزشی من"‬

‫?‪You’re the Principal! Now What‬‬

‫‪1. My PHILOSOPHICAL INSIGHTS‬‬

ARTICLE PUBLICATIONS / PRESENTATIONS

PART OF MA THESES i have guided/supervised/contributed to / most of which are on the

7. Ghahramanlou, H. (2016). The Effect of 'Reciprocal Teaching of Reading' on the Reading

8. Mohammadi, N. (2015). An Evaluation of “Learn to Speak English” Software: A Qualitative Study

Some VIDEOS on my Approach to Teaching

‫تعریف دکتر سید محمد حسن حسینی از یادگیری تیمی سیستماتیک‬

‫معرفی روش تدریس دکتر حسینی‬

The 2 minute video to my very first definition of TEACHING

Published by Jungle Publications in Tehran; 27 Feb. 2014 http://samanketab.roshdmag.ir/fa/news/1375

OTHER TECHNICAL KNOWLEDGE/SKILLS

REFERENCES: Available upon request

OTHER PAPERS IN PERSIAN (SCIENTIFIC & POLITICAL)

‫ مصاحبه ها و سخنرانی های من‬،‫برخی گفتگوها‬ .1

Some of my "Scientific" Articles, in Persian

5. The video about Japan Teacher Education System I translated:

17. Essentials for academic success: What Students should Know.

21. ‫اگر بعنوان وزیر آموزش و پرورش انتخاب شوم‬

Some of my "Edu-Political" Articles, in Persian

‫خالصه رساله دکترای من‬ .66

‫چرا کاندید نمایندگی مردم مشهد برای مجلس یازدهم شدم؟‬

Some of my "Socio-Political" Articles, in Persian

56. Quran, Muslims and Dictatorship ‫ ما و مبارزه با استبداد‬،‫قرآن‬

65. President Rohani's Intelligence service are torturing my mind!

‫پروفایل من در سایت مجلس‬

‫پروفایل من در سایت سیاستمدار‬

Some Special Articles on the Howabout THEY have

94. Terrifying, Arresting and Torturing me by Iranian Intelligence Service

‫‪ -‬رزومه سید محمد حسن حسیني ‪-‬‬

‫با سالم و عرض ادب خدمت شما استاد فرهیخته‪،‬‬

‫خالصه ای درباره من‪:‬‬

‫ارتقا یافته کتاب فوق‪:‬‬

‫با سپاس واحترام‬

More about Prof. Hosseini

extreme brutal pressure. THEY terrifying solitary confinement for him.

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