نشریه تربیت اسلامی
پیاپی 7 (پاییز و زمستان 1387)

Debate is a discourse used to reach a common understanding with mutual effectiveness. Thus, debate, as one of the educational methods, was highly considered by Imams especially Imam Reza (PBUH) to solve challenging topics. Hence, this method is discussed and introduced in the present article. The article, which is based on a basic research and is done by means of content analysis method as well as library resources, studies Imam Reza's debates so that his method can be implemented as an applied educational technique. Accordingly, the method of Imam Reza's debate is first discussed and then procedures and principles used in his debates are mentioned.

The main subject of the present study is to address education from Allameh Tabatabai's perspective, with an emphasis on educational objectives and methods. The research is theoretical and is done using descriptive-analytic method. In order to gather needed information, library resources were consulted. Also, to complement the issues discussed, topics "humanology", "epistemology", and "axiology" are briefly debated.

Sexual education is one of the main topics in the field of education, which plays an important role in the formation of human's personality and affects human's thoughts, feelings, and behaviors. In spite of its importance, there are no suitable written educational programs related to sexual education in Iran. Consequently, the present article aims to study purposes, principles, content, methods and utilities of suitable sexual education based on Islamic culture and psychological surveys. To do this, a review of Islamic and psychological literature is done. Finally, some discussions and conclusions concerning sexual education are offered.

Farabi, the founder of Islamic philosophy, also known as the second teacher (after Aristotle), is among the important philosophers of the world of Islam. His thoughts on ethical and axiological issues have formed the basis of philosophers and theosopher's thoughts on ethical and educational ethics. In this essay, the aim is to establish the axiological perspective of Farabi on fundamental ethical values first; and then to arrive at its implications for moral education with regard to goals, principles and methods. Farabi's perspective values count among the secondary rational philosophicals. He considers fundamental values as absolute. In his belief, the end of morality is obtaining happiness and felicity. He divides happiness and felicity into worldly divisions. He considers worldly happiness to be the preliminary state to other worldly felicity.Based on Farabi's axiological perspective, the most important goals of moral education include: knowledge of and faith in God, nearness to God, happiness and felicity, thinking and the practice of thought fullness, intellectuality and the middle path. Some of the principles and methods that arrive from this perspective include: the principle of continuation of change in moral attributes and actions and corresponding method accounting of the self and against, the principle of gradual growth in moral education with the diffusion of moral responsibilities in a linear growth oriented perfection, practice and habit, the principle of change in perspective with the corresponding method of correcting the standard of valuation and attention paid to divine trials.

The aim of this essay is to study the position of “individualized teaching” in Iran's history of education. The analytic-descriptive method is used to study "individualized teaching," one of the modern methods of teaching, by studying its historical antecedents and drawing future perspectives. The conclusions show that based on Iran's past education environment, “individualized teaching” has the most important and effective position in education. Thus, according to these experiences, using this method can provide opportunity for removing some defects of the educational system.

The purpose of this article is to analyze the features of Mahdawiat in school curricula. This research attempts to answer the following questions: Has the educational system of Iran designed goals to develop the culture of Mahdawiat? And does Iran systematically pursue these goals? Does the academic system enjoy curricula enriched with this culture?In order to address the aforementioned questions, quantitative content analysis is deployed to study the main goals and principles mentioned in the Overview of Iran's Educational System proposal; goals of educational system in elementary, middle and high school; Heavenly Gifts textbooks; elementary school Farsi and Social Studies textbooks; Religious Studies textbooks; middle school Farsi and Social Studies textbooks; and middle school Quran, Religious Studies, and Social Science textbooks. The findings show a lack of systematic attention to developing the culture of Mahdawiat in the content design of the above educational sources. The findings will be discussed in detail.

This research studies human based on some aspects including nature, freedom and freewill, responsibility, self-consciousness, and perfect human from perspectives of "Islamic humanology" and "existentialistic humanology." Islam describes human as a bidimensional creature that has freedom and freewill to form his/her fate, while the school of existentialism does not agree with Islam's standpoint. Islam believes that human is intrinsically social and so is not agreeable with monopoly as well as self-orientation, whereas existentialists emphasize individual benefits.