نشریه علوم تربیتی از دیدگاه اسلام
سال دوم شماره 2 (پیاپی 3، پاییز و زمستان 1393)

The main purpose of this research was to explain the meaning of life based on God image and death anxiety among university students. To investigate this relationship, 420 undergraduate students (230 male, 190 female) in Azad University - Roudehen Branch - were selected through Clustered Random sampling, all of whom were simultaneously studying at the mentioned university in the first semester of 1392-93. The participants were presented with the following questionnaires: Purpose of Life (PIL), Religious Status Inventory (RSI), and Templer’s Death Anxiety Scale (DAS). The results of multiple regression data analysis show that the meaning In Life, on the basis of one’s God image, along with death anxiety is predictable in both genders. However, for women respondents, God image has a more significant role in predicting life purpose than for men.

The aim of present study is to identify critical thinking evidences in Holy Quran by making use of qualitative and conceptual analysis. Critical thinking were analyzed and its elements were identified through theoretical study and then critical thinking evidences of Holy Quran were analyzed by content analysis. To do so, all verses of Holy Quran were studied and those with meanings related to critical thinking elements were identified and analyzed regarding two positions of each sentence, namely the address of each sura and verse, and its related background. Findings of the study led to identifying nine elements for critical thinking (inquiring spirit, judgment with criteria, reasoning, analysis, impartiality, Methodism, objectivism, truth seeking, and flexibility), then for each element some evidences were extracted from Holy Quran. Results indicate that Holy Quran firmly emphasizes on all aspects of critical thinking, especially on inquiring spirit.

Norms have an important role in human life, more than the vision show in the specialized courses framework of clinical psychology, Educational Sciences and sociological theories can be drawn. The effect’s domain of choice or spreading the norms influence incorporates all dimensions of individual and social actions of people. Identifying the norms in people’s life and social, survey the way effect on direction of individual and social actions and criticism of norms’ pathology, especially considering the increasing influence of media, and Iran’s science attachment to west countries has become to a serious need. The answer of this need first requires accurate apprehension of norm and its application for human’s life. In order to address this important issue, this paper is examined the concept of the so-called norm in terms of conceptual study. Then, based on the principles governing the process of perception, is presented a theoretical model of the three functions of the norms for a human action. Finally, on the basis of this model the formations of the concept of normality and abnormality, the Validity of the norms as well as the different forms of the norm disturbances have been described. Contemplate the way of the models’ formation, the concepts of abnormal and normal, indicating norms’ damage to the three basic forms: The falling of norms’ validity, deliberately create doubt about the validity of norms as power tools, with the aim of directing and controlling the population and social groups, is done as well as the simultaneous presence of conflicting norms in the minds and actions of people.

It is attempted in this article to show that Ghazali's educational view is in coherence with his cosmological and anthropological views. In spite of his challenge to causal relations, Gahazali has no problem in his cosmology to accept a powerful and unique causal relation between God and the world. Human agency is also rejected in his view only when an autonomy is assumed for human being alongside God's will. Fitted to God's unique authority on the world, Ghazali takes nearness to God as the final goal of education. In educational principles too, he has provided a combination between God's impact on human world and the strivings of human beings. The principle of individual differences refers to the initial states that God provides people with. However, the principle of character education has an indication of educator's attempt to pave the way of education; as the principle of God-centered pragmatism refers to the attempt of pupils. The principle of self-monitoring refers at the same time to both pupil's attempts and their waiting to the coming of God's grace.

Morality is one of the most dominant educational domains that is correspondent on human agency. Because requests responsibility about moral acting or disengagement. For knowing how to apply education in moral fild, it is nessesery being illustrate agency capacities of human. human agency is one of the significant dimensions of Social - cognitive learning theory that Albert Bandura is the theoretician of that. In this new approach, human capacity for moral agency founded on a sense of personal identity, moral standards, and behavioral regulation through self-sanctions. In this bases, Human is not subdued on environment. He is a Medium linkage between his behavioral and environment with his cognitive abilities.This article investigates conseptual challenges in moral agency in view of internal ambiguity and oppositions in this theory. These issues are: Forming the internal standards of moral agency with the external source, socialization of morality in conflict with individual agency, Conflict concepts of causation and moral agency, Conflict claim holistic view of the morality with the ambiguity of emotional ingredients.

Regarding the influence of hidden curriculum and the importance of Islamic educational courses in Higher Education, the present research is going to excavate the students’ experiences as well as the implied unwanted effects of hidden curriculum in the educational courses. This is done through a qualifying approach of a hermeneutic (interpretive) phenomenological method_Smith’s method. The subjects consist of the students of BA, studying in the 5th to 7th semester in Tabriz University and have greatly passed the Islamic educational courses. Participants were chosen through purposeful sampling and also through the data complement of technical engineering, basic sciences, and humanities groups. Six main fields consist of: No attention to the criteria of selection content:1.The professors’ influence; 2. The students’ relationship in the class; 3. The festivity design; 4. Time; 5. The evaluation and some of the subsidiary themes were extracted. Most of the participants mentioned that the hidden curriculum has affected onto their beliefs and attitudes. The programmers’ familiarity to the students’ experiences, acknowledgement of hidden factors in the educational courses, and emphasizing that how the students understand the goals of educational courses and how have get them meaningful to themselves, play an important role in the eradication of the courses defections and in the incensement of their effectiveness.

The purpose of this study was to identify the assumptions underlying organizational culture with emphasis on the teachings of Islam. Culture are the basis of organizational change. The main essence of corporate culture,their basic assumptions of the culture of the organization.The methodology This study was descriptive analytical. For the purpose of this study the documents were examined. Accordingly, the relevant traditions and verses from the Quran and books purposefully selected credible.Then, through a qualitative analysis, using inductive deductive content analysis method of open coding, data were collected and analyzed. Assumptions underlying organizational culture, from the monotheistic world view are being appeared in five categories: origin of ultimate and subject, man, the world, time and place.