نشریه تربیت اسلامی
پیاپی 18 (بهار و تابستان 1393)

Formation of aesthetic conceptual network, inferring the key parameters of aesthetic and extraction of the implications for curriculum planning are the main aims of this research. To reach the aims, the methodology used is documentary−analytic of content analysis and then the findings are validated through an expert−consulted questionnaire in the field. The implications are as follows: (1) comprehending,believing, and paying attention to the beauty of God, the words of God, the creation (whether macrocosm or introversion) in order to manistefation of God, functional and doctrinal beauty to brighten the inside and outside, decoration of vices by Satan, functional and doctrinal vices as the factors affecting the darkness of inside and outside; (2) development of satisfaction skills form the creator of beauties, enjoying the beauty of the God, the words of God, and the creation of the world in order to manifest, enjoying functional and doctrinal beauties, hatred of darkening pseudo functional and doctrinal−beauties, emotional and spiritual interaction with beauties, empowering of non−material nonobjective observation (internal discernment), empowering the skills for production of beautiful products, development of moral virtues and refinement of self and avoiding moral vices.

This paper is an attempt, through descriptive−analytic method, to extract a set of principles and methods of teaching resurrection from the narrations of infallibles and, then, analyzed and interpreted using the findings in education. The principles of recognizing addressee, motivation of the addressee, institutionalization of teachings in the minds of addressee, objectification, utilizing opportunities, implementation of the remembrance of resurrection and judgment day in the life are among the most important principles. The following principles are applied in the following needs analysis and recognition of sensitivities, paying attention to non−knowledge factors, questioning, giving dignity, categorization of the materials, symmetry, notification, preachment, and self−calculation.

This study compares and contrasts self−knowledge from the perspective of Masha and Eshragh. This research is theoretical and the methodology is documentary; the findings are categorized in three groups: (1) these two perspectives have some similarities such as confession of the view that human is a being made of self and body and self is an immortal abstract being with endless potentials and capacities and due to its interactive relations with body can, through education, get actualized; (2) these two perspectives are considerably different in terms of definitions, expressions, literature, realm, methodology, directionality, content, and consequences; (3) the outcomes of the two perspectives are different in the followings: the ultimate aim in Masha philosophy is the happiness of human while in Eshragh the ultimate aim of education is separation and disconnection form the attachments and material dependence and complete separation from non−God views so as sees God only and want him only; yet, the common educational principles in the two philosophies are the principle of gradation, principle of consistency and continuity, moderation, affection, and munificence. But in Eshragh philosophy internal orientation, attention to internal development, hereafter orientation, return to the main homeland, and the softening the secret is also added and the educational methods in this school are indoctrination, reclusion, recitation, death remembrance and resurrection.

The main of this research is to shed light on the extent the textbooks in general education focus on the concepts of sacrifice and martyrdom. The methodology used in this study is descriptive and content analysis in an applied approach. The sample consisted of four titles with 24 volumes published in the solar year 1378. The instrument used in the study was a checklist developed by the researcher and the results were analyzed using descriptive statistics. The findings revealed that firstly, 1230 times the parameters of martyrdom and sacrifice were mentioned. The number of repetition in Farsi books, heavenly gifts, social teachings, and history were 626, 230, 287, and 87, respectively. Secondly, the most focus on the concept of sacrifice is seen in the second year of guidance school, and the least attention is in the second year of elementary school, the history book of the first and second year of guidance school

Religious communities as a center for informal religious education have a long history in Iran. This study is an attempt to compare the religious community members and non−members and the influences it might have on the persons. To do so, a four−part questionnaire which addressed the religious identity, national identity, moral−social values, and personal beliefs, respectively, was developed. The samples include the young attendants aged 17−29 from the city of Mashhad categorized in two groups, namely community members and nonmembers. The sampling procedure is random. The results revealed that the members are significantly higher than nonmembers in the four items; moreover, the scores of the members in three parts− religious identity, national identity, and personal beliefs− were higher than the average continuum and in social values the trend was negative. As a whole, it is inferred that educational output of the religious communities in two parameters−national identity and personal beliefs− is satisfactory, in religious identity is not as expected and in social values it is unsatisfactory.

This paper tries to investigate the issue of self from the perspective of Allameh Tabatbaie using descriptive−analytic approach. In doing so, the issues such as the reality of self, abstraction of self, levels of self, and the relation between self and body are clarified; then, some of the educational implications, as followed, are elucidated: authenticity of spiritual aspect against material aspect, priority of refinement over education, eternality and immortality of self and everlastingness of education, genetic effect in happiness and unhappiness SHAGAVATMANID, deep effect of control of self sensual passions on flourishing the surprising power of self, the close relations between the esoteric and exoteric and the necessity of initiation and education from exoteric to esoteric to conscience, etc.

The main objective of this research program investigating the role of pre-school centers and Quran pre-school on self-regulating learning and reading skill in first-grade students. Statistical population is all of students in first grade elementary schools of Fariman city in academic year of 1390-91. We selected 146 students from this population. Cluster random sampling method was used. students had be in regular pre-school groups, Quran pre-school and not preschool before elementary school. We developed and used self-regulating learning and reading skill scales for gathering data. Data analysis was computed by ANOVA and Related Post Hoc tests. Results show that students that had been in Quran preschool have better reading than group that had not went preschool (pConclusion