نشریه تربیت اسلامی
پیاپی 12 (بهار و تابستان 1390)

Illustrating a portrayal of Imam Khomeini's great thoughts and explaining the philosophy of his glorified educational movement, this study was to find out the secrets of his word's deep influences on people's soul and spirit and also, opened a new way to educational discourses. Herby, Imam Khomeini's educational heritage should help authorities in administering their main educational goals. Through content analysis method, the study begins with analysis of unique features of his remained messages. Besides humility toward people, adoring, trusting and respecting them, using the "accepted by all" concepts, real, plain and precise messages, there was a conscious and gnostic movement between concepts of "all" and "nothing" at the heart of all the messages. In one hand, he underestimated himself in the presence of "All" including Allah and people and in the other hand, underestimated "all"-the world and all things. Moving from "Nothing" to "All" is a movement that he started from Allah and invited others to that, too.

Presentation of theoretical model in Islamic education is a method in which theoreticians of Islamic education theorizing religious education in a systematic way. Indeed, being systematic is a distinguishing character of this method through other approaches and point of views toward Islamic education. In this view, Islamic educational system is a collection of elements and their inter-relationships which connect together through specific features. The present research was to describe theoretical model of Islamic education and hence, it focused on the study of presented theoretical models of Islamic education by theoretician and tried to find that what did they mean by the models of Islamic education?, which sources being used?, which methods were applied in using resources?; descriptive-descriptive method or inferential-inferential method. To find precise answers for the above-mentioned questions, the content analysis method was used. Results of the research showed that five theoretical models were found by Islamic educational theoreticians. First, the model which was mainly known by historical theoreticians and was based on anthropology, second, was a systematic approach; third, a kind of problem-based approach, fourth, conceptual analysis approach and the last, was a philosophical analysis approach.

The present study was to recognize children's religious educational damages via interview with experts in educational sciences, psychology, religious knowledges, children's literature and primary school teachers. The questions of research are as follows: what are children's religious educational damages in primary schools based on the interviewee's viewpoints?, what are right solutions to repair the recognized damages according to interviewee's opinion?, and one marginal question: what are the similarities and differences between the interviewee's opinions in educational sciences, psychology, religion, literature and primary schools teachers?. This study was a qualitative research which used a half-open interview to collect required data of research. Number of experts participated in the survey was 18. 8 out of 18 were experts in educational sciences and psychology, 4th interviewees were experts in religious knowledges, just 2 experts in children literature and 4th primary school teachers. Considering the purpose of this research, it must be mentioned that a systematic sampling was used through collection of data which were analyzed by rational or conventional content analysis method and results were inferred from the collected data. The most important damages recognized through the research were listed below: neglecting the principle of seeking religion by person and focusing on teaching religion instead, not taking individual religious experiences into account, not considering the principle of priority of being, not administering religion-oriented educational program, not caring about the principle of freedom in education particularly religious one, disregarding equilibrium and finally not using imagination and art in education.

There would be different approaches to cultural transformation of value based concepts such as martyrdom and altruism. However, it is difficult to judge which approach is the best one without having a general framework and strategy in which the concept is defined. The present study has tried to set out a strategy of religious education for cultural transformation of martyrdom and altruism. According to this point of view, acquisition of higher religious values such as martyrdom and altruism depends on going through three fundamental processes including processing, acceptance and promotion of religion. By processing, religious key concepts are taught. The emphasis in this stage is on the receiver's understanding. In the second stage, learners are exposed to the selection and acceptance of general message (involving principles, necessity, significance and objectives of the message) randomly, and finally the educational system is supposed to encourage learners to internalize religious basic concepts and instructions (self-improvement) and then they try to extend these concepts to their society. Hence, to the extend the educational system is helpful in conducting learners going through those processes, higher religious concepts such as martyrdom, altruism and waiting for savior (Intizar) should be expanded through society.

The ethical jurisprudence (Figh Al-Akhlagh) and the educational jurisprudence (Figh Al-Tarbiat) are an interdisciplinary approach in which jurisprudential statements based on an ethical-educational view being studied; also the jurisprudential judgment of educational problem is issued. Moreover, ethical-educational analysis of jurisprudential judgments are presented. The relation between jurisprudence (Figh), morality and education in various fields is illustrated, as well as, an ethical system could be created by using ethical-jurisprudential judgments. Allameh Feiz Kashani, the great scholar of Muslim world, was knowledgeable in different various sciences and not only theorized ethics and education but also, showed his precise thoughts in the books such as "Al-Hojjat Al-Bayza", "Al-Haghayegh fi Mahasen Al-Akhlagh" and "Zad Al-Salek". Allameh Feiz Kashani had some innovations and performed a type of ethical-educational research in jurisprudence (Figh) and deeply studied some jurisprudential judgments from the viewpoint of morality and education. Due to those studies, he had written "Al-Nokhbeh fi Al-Hekmat Al-Ilmye va Al-Ahkam Al-Shariat". Besides introducing the above-mentioned lasting and useful book (Al-Nokhbeh fi Al-Hekmat Al-Ilmye va Al-Ahkam Al-Shariiat), this research paper was aimed to mention his ethical-educational approach toward some jurisprudential judgments and indicated the relationship between jurisprudence (figh) and morality in the related fields.

Reason, emotion and practice are three important elements of moral education. Lots of discussions have been taken place on the significance and impact of reason and emotion in moral education. This research paper was not to find that if there is such a dualism between these two ones or a kind of unification between them, and that is because of the fact that there are few arguments about dualities anymore today, those which were existed for a long time. The present study was to recognize the position of reason and emotion in moral education and their importance according to time factor. The studies showed that emotion appears earlier than reason at the beginning years of childhood (early childhood). Moral education starts with emotion. Since childhood is a stage of life characterized with the increase of emotion, it is known the best time for practicing moral education. Decent moral education depends on regarding both reason and emotion and considering time factor, too.

The present research aimed to study the relationship between religiosity and life satisfaction. For this purpose, four hundred students of Islamic Azad University of Tabriz were selected in a multi-stages clustering sampling method and also Mabad questionnaire and life satisfaction scale were used. By analyzing the data of research, it was shown that there are positive significant relationship between life satisfaction and three dimensions of religiosity; acting to religious obligations, discretions and applying religion in decision makings and having choices. It was confirmed through multi-variable regression analysis of research data that dimensions of religiosity can predict life satisfaction changes in a significant way. Among three dimensions of religiosity, there was just two, i.e. acting to religious obligations and applying religion in decision making and choices, could predict life satisfaction changes with the certainty of 99%. Results showed that not only acting to obligations which is more individual-based in Islam, but also applying religion in decision making and having choices, which are more social than being individual, can influence life satisfaction.

Using an analytical and descriptive method, this research paper was to explain Popper's approach to education in general, and the process of learning in particular. By reviewing Popper's ideas, it was clear that his thoughts involved an extended area of subjects such as philosophy of science, epistemology, metaphysics, mathematics, art and etc. His belief to reason and rationality, as well as, respecting human, his/her happiness and consent and his approach to epistemology based on the recognition and correction of errors by using reason and empirical evidences which is called critical rationalism, have had some implications for education. In this point of view, frequency has not any role in finding and learning. Popper criticized imitative education and accepted a creative and active one. His approach in epistemology has followed with problem-based learning and democratic learning of students in the classroom.