اکبر صالحی

The purpose of this article is to identify the discontinuities in the discourse formulations of the teacher training system between the establishment of Dar al-Funun School and the establishment of Farhangian University. Therfore based on genealogical method and break analysis assumptions, descent analysis, zero analysis and coincidence analysis of this system have been done in three stages. Accordingly, based on descent analysis and zero analysis, the creation of a teacher training system is dependent on the formation of a new education system and has been modified or changed during this period. Coincidence analysis shows the existence of scattered events, each of which has had an effect on the country's teacher training system, such as Iran's defeats against Russia, the victory of the constitutional movement or global events such as the World War II, which have affected this system. The analysis of power shows through examining the statutes and instructions of the teacher training system in this period of time, that from Foucault's point of view, power is trying to control, normalize and shape governed subjects through various techniques, creating  people's behavior.

The present study was conducted within the framework of critical discourse analysis with the aim of identifying the place of the citizenship education curriculum in the Iranian education system in five discourses of “sacred defense, construction, reforms, justice-centeredness, and moderation” after the Islamic Revolution. In this study, the data collection method was documentary and library research. The sampling method was purposive sampling, and the historical period studied was from 1360 to 1400 in five main discourses after the Islamic Revolution. To answer the research questions, texts and documents related to the category of citizenship education in the time periods of the five discourses were analyzed using Norman Fairclough’s method at three levels of “text description,” “analysis of production and interpretation processes,” and “explanation of social context.” The research findings indicate that serious and contemporary signs of citizenship education components are not found in the curriculum of the education system of the discourses of sacred defense and construction. However, in the curriculum of the three education systems of recent reformist, justice-oriented, and moderate discourses, attention to citizenship education has grown significantly, although in each discourse, some elements and components of it have been neglected. The education system has been unable to present a balanced and comprehensive picture of citizenship education during various discourses and has not been able to shape citizenship behaviors in students in a desirable way. Therefore, providing the necessary conditions for paying more attention to the various dimensions of citizenship education in the curriculum of the education system seems necessary.

This research has been done with the aim of identifying the strengths and weaknesses of developing critical thinking from Enis' point of view in the learning management system (LMS). The main purpose of the research is to identify the aspects of LMS mediation and the decreasing and increasing changes that take place in the experiences or perceptions of learners in the field of critical thinking. Post-phenomenology, which is a philosophical approach in technological studies, allows us to examine how the experience and perception of learners change when using these technologies, so this method has been used in this research. The statistical population of the research was the students participating in virtual classes who were selected by convenience sampling and using the snowball sampling method and considering the principle of saturation, and their experiences by conducting a semi-structured interview about the use It has been investigated from the learning management system. The findings of the research show that through virtual education through LMS, easy access to various educational resources, creating opportunities for discussion and conversation in various ways, the possibility of learning in small groups, understanding diverse perspectives, environment Constructive training and the possibility of personalizing training, flexible time and place, and the possibility of strengthening problem-solving skills and developing self-efficacy are among the strengthened aspects of students in using LMS, which gives them more ability in critical thinking. . In contrast to the reduction of face-to-face interactions between learners and professors, the lack of possibility of direct and face-to-face questioning and answering, cognitive defects in the understanding and interpretation of materials, the impossibility of directly monitoring learners and the impossibility of creating a sense of participation and belonging. The differences between learners and the educational environment are obstacles for students' critical thinking.

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

The purpose of this article is to identify the discontinuities in the discourse formulations of the teacher training system between the establishment of Dar al-Funun and the establishment of Farhangian University. For this purpose, according to the genealogical method and breaking analysis assumptions into three steps, descent analysis, zero analysis and coincidence analysis of this system have been done. Accordingly, according to descent analysis and zero analysis, the creation of a teacher training system is dependent on the formation of a new education system and has been modified or changed during this period. Coincidence analysis shows the existence of scattered events, each of which has affected the country's teacher training system, such as Iran's defeats against Russia, the victory of the constitutional movement, or global events such as World War II, which have affected this system. In the analysis of power, by examining the statutes and instructions of the teacher training system in this period time, it was determined that from Foucault's point of view, power is trying to control, normalize and shape governed subjects through various techniques with this method. create people's behavior.

Introduction and goal:

 In general, educational managers understand the organizational world and the organization under their management based on the philosophical foundations of their management perspective and act based on it. In addition, the concept of human relationships can be related to the concept of ethics from the point of view of ethical references on the responsibility of educational managers in relation and interaction with others. The aim of the current research is to identify the indications of post-structural management ethics by emphasizing Foucault's views on the agency of educational managers in the task of human relationships.

The present research has used with an emphasis on the use of qualitative data and analytical and interpretative approaches in order to analyze the data, achieve the goals and answer the research questions, from the analytical method (concept analysis) and practical syllogism.

Analyzing the concept of management in Foucault's thought has significant references to the concept of "leadership". In addition, according to the findings of the research, the final result indicates that: "According to the concept of ethics and ethics of post-structuralist management in Foucault's views, educational managers in the task of human relations and relations, should believe in the value of others to be interested in purposeful, fair and just interaction with others, especially people and employees of lower levels of educational organizations.Discussion and

Foucault's interpretation of ethics as a relationship with oneself and his emphasis on the concept of the other and the relationship with others, which is the dominant aspect of his aesthetic ethics, shows the indications of Foucault's thought on the importance and necessity of the agencyof educational managers in establishing human relationships in educational organizations.

Privatizing education has recently been a highly debated topic among policymakers. Privatization of education aims to reduce the burden on government budgets and create a competitive market, focusing on improving the efficiency of resource utilization in teaching and learning. This research aims to critically analyze the discourse surrounding the privatization of education in Iran after the Islamic Revolution, specifically examining the perspectives of both the principled and reformist governments.

The present study adopts a qualitative approach using Foucauldian critical discourse analysis to describe, interpret, and elucidate the nature and discursive elements of education during these historical periods.

Results indicate that the reformist discourse strongly emphasizes public participation in education, consideration of local conditions, and attention to minority groups in education. On the other hand, the principled discourse places greater importance on supporting non-governmental schools addressing local and regional needs, promoting participation, decentralization, and educational councils. These components are less prevalent in rival discourses. Each discourse rejects the previous discourse and accentuates and centralizes its own views and policies, thus strengthening and affirming its own identity.

Post-revolution discourses have not sufficiently addressed all the dimensions and indicators of education privatization in a balanced manner. In most cases, the examined documents adhere to a singlediscourse model and lack interest in incorporating elements from rival discourses.

The purpose of this research was to analyze the educational consequences of attending religious </strong>communities. This research was conducted as a qualitative study using the narrative research method. The research community included people who continuously participated in religious gatherings and delegations. A semi-structured interview was conducted with 15 of these participants using the purposeful sampling method until the theoretical saturation of the data. After conducting face-to-face interviews and recording the conversations, the interviews were converted into text, then the data was analyzed by thematic analysis method of thematic network formation with the help of MAXQDA software. In order to validate the data, the method of agreement between the coders was used, and for the validity of the findings, the method of review by experts was used. Analysis of the findings showed 4 organizing themes and 28 basic themes. The themes of the organizer included service ethics, social ethics, environmental ethics, and individual ethics. Some of the basic themes under each of the organizing themes include strengthening the relationship with God, performing acts of worship, respecting the rights of others, regulating family relationships, consultation, teamwork, good morality, altruism, attention to animals, plants and nature, hope. , responsibility, patience and meditation. The findings showed that the continuous presence of people in religious groups and </strong>communities leads to strengthening the relationship with God, prioritizing obtaining divine approval, improving relationships with family members, relatives, neighbors and other members of society, respecting the opinions of others, strengthening The spirit of seeking participation and responsibility, honoring and dealing responsibly with the creatures of existence, not being attached to worldly pleasures, and increasing patience and tolerance in the face of problems.

The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.

Review:The connection between ethics and the belief process, called the "ethics of belief," was first introduced in Western philosophy by Clifford in the nineteenth century and raised many questions. But its background in Islamic philosophy also exists under special themes such as ethics in thinking and insight in the stage of gaining heart belief and creating belief. The main purpose of this article is to design a conceptual model for teaching ethics of belief based on the epistemological foundations of Javadi Amoli. By examining his written sources with the method of conceptual analysis and theoretical analogy, the researcher succeeded in enumerating five epistemological bases, coherence (epistemological will and task, symmetry and intuition, introversion and extroversion, epistemological and moral virtues, belief network with individual and social action) in the field of ethics. Based on these principles, using the model of practical analogy and Frankenna model, he succeeded in extracting the educational principles (task orientation in the process of forming beliefs, responsibility for the truth), and (internal purification, rationality and solidarity) and (justification integrity) and (The unity of Hassan Fa'eli and the current belief) and (The network of belief, faith and wisdom) for the model teaching ethics of belief.

The aim of the present article is the critical analysis of the discourse of privatization of education in discourses after the Islamic Revolution with emphasis on the discourse of ideological and constructive. For this purpose, some direct statements and some governmental and educational texts and approvals in the two mentioned periods have been studied and criticized by Norman Fairclough’s critical discourse analysis method. As a result from the analysis and interpretation of the texts, these discourses, are somewhat different in terms the privatization of education, political and value positions. Lack of budget, maintaining relations of hierarchical order, centralism, ambiguity and contradiction in opinion and practice, internal and external unrest, limited internal and external interactions, conservatism, dominance and superiority of intellectual and value positions of the upper echelons of the system and as the most important factor and obstacle compared to other cases, including the most significant internal constraints and external barriers in providing the requirements for educational privatization, especially at the qualitative level show the inconsistency of the goals and programs proposed with the real relations and goals of the two discourse.

The present paper aimed at analyzing the peace education components in the discourse of Iranian education documents with a critical view toward the role of dominant political discourses in the presentment of peace and peace education in Iranian society. To this end, the discourse of education documents in elementary school, middle school, and junior high school levels (between 1994 and 2014) were analyzed and questions like the following were addressed:What is the status of the core components of peace education in the discourse of Iranian education documents and what is the discourse prevailing over them? What are the nodal points and antagonistic boundaries of the aforementioned discourses and what role have they played in the presentment of peace education? This paper used a discourse analysis research method to analyze the existing and produced official documents in Iranian education through a critical look. The findings showed that the peace education components have not been introduced to the education documents of this period. Moreover, the introduction of ideas and themes of war, enmity, and hatred in this period’s educational texts has resulted in negative stereotyping as well as legitimization of violence and war in individuals’ beliefs, besides marginalizing peace through creating a cycle of violence. The ideological discourse with a revolutionary fervor was identified as the discourse prevailing over the education documents. Educational discourse in this period has become hegemonic based on the nodal point of religion as well as support for the oppressed. Furthermore, in the results of these analyses, antagonistic boundaries, nodal points, and moments were presented in the form of a discourse model.

The present study seeks to investigate the perception of experienced teachers about the philosophy of cooperative teaching with the aim of answering the following question: What is the nature of cooperative teaching according to the perceptions of experienced teachers?

The statistical framework of this research includes professors of Tehran Khwarazmi University, Tabriz University, Farhangian University of Tabriz and a number of country's elites who were selected by purposeful sampling. A semi-structured interview was used to collect data, and a total of 19 interviews were conducted until data saturation, of which 4 interviews were supplementary interviews to further deepen and saturate the data. After recording the interview, their text was prepared. MAXQDA10 software was used for data management and coding. Claysey's method was used to analyze the data.

The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions, knowledge of its philosophy, and characteristics such as interactivity, dynamism, attractiveness, use of collective wisdom, enrichment of resources, facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.Collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosophy that sees human experience as an interactive experience can support such a teaching method.A) Elements of collaborative teaching:1) Multi-way communication between professors and professors' communication with students and students' communication with each other are communication elements of group teaching.2) Every subject that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question.3) Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class, and topics are proposed that are of interest to the members of the collaborative classroom. Is.b) Features of collaborative teaching:1- The interactiveness of the cooperative teaching method class.2- Dynamics: collaborative teaching is a dynamic flow in which both students learn and professors become more dynamic.3- Attractiveness: the learning process in collaborative classes is more attractive.4- Using the collective wisdom of expert professors: Usually, collective wisdom is used due to the presence of two or more professors.5- Enrichment of resources: In cooperative teaching, many resources are used by professors to enrich the joy of learning.6- Facilitating learning and better understanding: Collaborative teaching provides the context for facilitating learning.Summary and summarization of the findings related to the question: What is the nature of collaborative teaching according to the perceptions of experienced teachers?In teaching, teachers should have a clear idea of their teaching philosophy, and on the other hand, cooperative teaching is one of the strategies in which more than one teacher is involved in teaching and guiding students, and therefore, considering that cooperative teaching is very important in the education system, especially in contemporary times. It has been emphasized, but it is less welcomed in the teaching-learning process, but this ambiguity still remains, do teachers have a common understanding of what they teach together, their teaching philosophy? What is mentioned under the title of teaching philosophy or not? And what are the obstacles in the way of implementing such a teaching method in schools by teachers? What do teachers think about this? Therefore, the current research, relying on this issue, is in line with a search to explain the philosophy of cooperative teaching by looking at the perceptions of experienced teachers in schools.The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions as well as several characteristics, dimensions and elements for cooperative teaching. Regarding the definition of collaborative teaching, it was agreed that the presentation of two or more professors, lessons and topics that require two or more expertise is called collaborative teaching. In order to explain the nature of collaborative teaching philosophy from the perspective of the perceptions of experienced teachers to know the philosophy of collaborative teaching, it was agreed that collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosopher who sees human experience as an interactive experience can use this method. Support teaching. And this philosophy can be seen in the opinions of many experts in the field of education.Regarding the elements and characteristics of collaborative teaching, the results of the interviews led to the identification of 3 elements and 6 characteristics, which are: the first element that is mentioned, the multi-directional communication between professors and the communication of professors with students and the communication of students with each other. Communication elements are group teaching. In the second element, it was stated that every topic that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question. Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class and topics are proposed that are of interest to the members of the collaborative classroom.The results of the interviews were obtained regarding the characteristics of the cooperative teaching method, the first of which was the interactiveness of the cooperative teaching method. The second characteristic is dynamism, in which collaborative teaching was considered a dynamic flow in which both students learn and professors become more dynamic. The third feature of the cooperative teaching method is its attractiveness, which makes the teaching process more attractive and pleasant.The fourth characteristic that was achieved was the use of the collective wisdom of expert professors. Usually, due to the presence of two professors or several professors, collective wisdom is used, which has very positive effects in the cooperative teaching process.The fifth feature is the richness of resources and topics in collaborative teaching, which is due to the use of diverse knowledge resources that are presented and introduced by teachers. The sixth feature that became clear to us was facilitating learning and better understanding of discussions. Collaborative teaching provides the context to facilitate learning. facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.

A target that is present with the effect of earning money and how much money has been made by changing the value of the shares of a high-tech generation company. This is the result of the results of this problem. It is necessary to confirm the value of the shares of this generation company. This is a comprehensive collection of financial resources and financial resources, including financial resources, human resources, social insurance, social security policies, laws and policies, corporate social responsibility, and a perspective on the value of shares. Siham Dar Burs Bahadar Mi papers Bashd. A description of what is present and descriptive. There is a source of useful information on this subject. Readings of a book, a source of information or a reference, is available in a photo of a group of internal and external Iranian magazines, and it is very useful on this website. This is what happened to me This is because the value of your company's shares increases and generates a steady and stable effect.

Transforming the educational environment into a learning environment through combining education with new technologies and changing the role of educational components has been considered by educational thinkers. For this reason, the purpose of this article is to identify the poles of conflict in direct education and to provide strategies for empowering the disadvantaged poles. To achieve this goal, the six staged deconstruction method was used. The findings showed that there are changes in different dimensions of the direct education approach, including: 1- Changing the role of the teacher from a commanding mode and transferring knowledge to a facilitating mode of learning 2- Changing the role of the student from being passive and neglected in the learning cycle, to the active and responsible element in education 3- Changing the teacher-centered teaching method to a student-centered method such as project-based, exploratory, laboratory. 4. Changing the educational content from the monologue mode of the fixed book to the dialog mode and situations based on using the experiences of students, electronic content produced by both sides of the learning flow (teacher and student), social networks and internet sites 5- Changing the educational and physical environment of the classroom from its traditional state to a happy environment with maximum participation of learners in learning process, 5- changing the evaluation from the paper-pencil mode to a combination of different methods such as  using electronic and self-assessment methods. These changes indicate a change in the perspective in this regard that the necessary trend to change the education and the emergence of the flipped classroom approach has been provided. Using the features of the flipped classroom, we achieve a new concept of learning to meet the needs of the learners of the digital age.

The objective of the present study is to explain the inference of educationalconnotations of Imam Khomeini’s semiotic approach to the universe. Thesemiotic approach to the universe from the Islamic point of view is based on theassumption that all phenomena of the universe have an ultimate existential originand source that end in a divine source. This approach lends itself to thoughtfulresearch in Imam Khomeini’s viewpoint. In the present article, first, detailedexplanation of the principles of semiotic approach to the universe in ImamKhomeini’s viewpoint is explained, and, then their educational connotations areinferred. The method employed in the present study is descriptive-analytical. Thedescriptive-analytical method was used to answer the first question and practicalanalogy was used to answer the second question. The results showed thatImam Khomeini has a semiotic approach to the universe and some educationalconnotations can be inferred from it, which include the followings: Compatibilityof semiotic approach with human rationality, rational relationship of scienceswith semiotic approach, moral and axiological relationship between sciences andsemiotic approach, the requirements of correct scientific orientation, and, finallythe principle of confrontation and interaction of morality and reason and practice

The purpose of this study is to employ guidelines based on indigenous and Islamic assumptions in order to improve the status of the program in educational sciences in Iran. There is a research method, conceptual analysis and analogy of theory, and in order to collect the necessary data to achieve the researcher, the available resources related to the immunization of note-taking and using the method of analysis of qualitative materials required analysis It is intended to extract five basic presuppositions, including the originality of adaptation in the localization and Islamization of educational sciences, attention to Islamic themes and national culture in localization and Islamization, the view of modernity-localism in localization and Islamization, originalization To produce domestic materials based on indigenous culture and to pay attention to the nature and dimensions of human existence in the localization and Islamization of educational sciences. Based on the proposed assumptions, five practical guidelines include: 1) Critical review of imported texts and adaptations in the translation of Western works in the field of educational sciences 2) Identification and introduction of native and Islamic thinkers in the history of Iranian educational sciences. 3) Welcoming Innovative indigenous and Islamic projects in the field of educational sciences. 4) Production of indigenous and Islamic knowledge in the field of educational sciences. 5) The quality of training human resources, in accordance with local and Islamic needs, to improve the curriculum of educational sciences in Iran, was inferred and developed.

Nowadays, manner of education is one of the concerns of society. In this regard, the present study mainly aims at designing a conceptual model of education based on the perspective of Imam Reza. (AS). The research method is content analysis with a qualitative and inferential approach. The study units of this research comprise documents and literature pertaining to the field of education from the perspective of Imam Reza (AS). Based on the research findings, ten bases, five principles and seven methods were obtained that depicted the conceptual model of education. In this education pattern, principles such as observance of God-centeredness, promotion of spirit and motivation, attention to the health of body and soul, ethics-orientation and effective interaction with society were determined. Methods corresponding to principles included recognizing a blissful and purposeful life, method of action-based education, responsible use of nature, understanding the importance of health and physical and mental balance, institutionalization of moral virtues, self-control, and cultivating social identity. Introducing competent educational models and methods of proper upbringing in the family through policy-making in educational institutions namely, the media and reducing the speech-action gap of educational models are among the practical suggestions of this research.

Phenomenological studies generally deal with perceptions or concepts, attitudes and beliefs, feelings and emotions of individuals. In this approach, interviews can be used to extract people's experiences of phenomena. Using the phenomenological method, this study aims to know how teachers' lived experiences as experts can form a religious identity in students.

The study employed a qualitative phenomenological method for analyzing the data. Participants in this study were teachers and supervisors of junior high schools in Minab. The data were collected through semi-structured interviews and analyzed by the 7-step Colaizzi method. Snowball sampling was used to glean the relevant data. Semi-structured interviews with 12 teachers were conducted until the data were saturated.

The results of students' statements revealed several factors influencing religious identity, such as the expression of religious issues in the form of stories, the expression of personal experiences in the area of religious matters, the performance of religious practices in a practical way, the creation of excitement in religious classrooms and having questions and answers in a way to involve and enable students in expressing and receiving their responses.

Generally, students' religious identity formation process should be traced in teachers, curriculum resources, and curriculum. If these aspects are coordinated, to a large extent, it can be said that the students' religious identity will be on the right track.

The purpose of this study is to explain and analyze the relationship between art and religion based on the views of Christianity, the Enlightenment (Kant) and the religion of Islam.

The research method is descriptive and analytical, deductive and comparative inference. For this purpose, first the views of Christianity and the Enlightenment period are explained and analyzed according to Kant's view on the relationship between art and religion, and then the relationship between art and religion in the perspective of Islamic aesthetics is introduced as an alternative theory. The main question of the research is what is the relationship between art and religion in the view of Christianity, the view of Kant's Enlightenment and the view of Islam?

Findings showed that the religion of Islam has dealt with art and religion in a different and coherent way compared to the two competing views, and has based art and religion on monotheistic principles from the aesthetic point of view.

The authors of the research conclude that in the christian approach, the separation between art and religion can be imagined as "art exclusivism". The enlightenment view, especially Kant's view, recognizes the value of art in the pleasure it derives, and only the connection between religion and art in moral religion is significant. In islamic aesthetics, art is not independent of religion under any circumstances. In the christian approach, the independence of art from other scientific realms is clearly seen, but in the Islamic approach, art is tied to divine monotheism and the teachings of the Qur'an. Accordingly, the theory of Islamic aesthetics is coherent and as an alternative theory is more accurate than the other two theories.

The purpose of this study is to analyze and critique the situation of higher education in Iran from the perspective of the development of democratic university spaces.And it seeks to answer this fundamental question:From the perspective of professors and based on the Emancipatory classroom of higher education in Iran in the dimensions of the development of democratic university spaces, what challenges does it face? Therefore,using Fairclough critical discourse analysis method and relying on semi-structured interviews with eight university professors -at the discretion of the researcher and with the approval of eight professors of educational sciences-the theoretical adequacy of the data was announced and then implemented and described in three stages.And interpretation and explanation were analyzed. The results showed that professors' discourse includes a large number of concepts that express professors' protest and dissatisfaction with the common monologue-based discourse in academia and the classroom, so that the role of teachers' agency and activity is marginalized and leads tothe creation Banking education and the reproduction of discourse have become dominant, and at the same time, in parallel with this situation,a new discourse is emerging that seeks to change and reform things, which in a sense can be called the discourse of resistance.

To assess the Pattern of psychological well-being in the context of a philosophical lifestyle.

The method of this study assessed a new interpretation of the welfare model by content analysis, and is inferred from the research hypothesis attributing certain features of the characteristics of a balanced life in a philosophical lifestyle.

Intellect is an important element by which to regard the unseen world and it grows in equilibrium with science and knowledge. Applying spirituality with science  prevenrts man from deprivatiion decadence  in life. Accordingly, training of a wise and spiritual man, in the context of a philosophical lifestyle in which the   mind is the main feature, is an important necessity for the psychological well-being model.

One who has faith in God can reach spiritual health through philosophical thinking, meditation, and   cognitive judgment; self-efficacy preventing helplessness to dominate over one's own environment and self indulgence.

Abstract An important characteristic of human beings is that they have beliefs about themselves and the world around them, and in certain circumstances they change these beliefs; This dimension of man, which is related to his epistemological powers, is called the process of "belief formation and belief regulation". Ethics of belief is a concept that was first invented in Western philosophy in the nineteenth century by Clifford and used in this process, but its background in Islamic philosophy also exists under special themes such as ethics in thought and insight in the stage of gaining heart belief and belief. The purpose of this article is to enumerate the epistemological requirements of the ethics of belief in the view of one of the contemporary thinkers, namely Javadi Amoli, by means of conceptual analysis and theoretical analogy. By examining library sources and studying his outstanding works, the researcher focuses on the question of what are the requirements of the epistemology of ethics of belief in Javadi Amoli's view? Six essential requirements were achieved, which are: the relation of will and epistemic task in belief, the relation of symmetry and intuition in belief, the relation of witness orientation and trust-orientation in justification, the relation of epistemic justification with moral justification in belief, the relation of actual and present goodness in belief Also, the connection of the belief network with individual and social action. Keywords: Belief, Belief Ethics, Epistemological Requirements, Javadi Amoli.

The aim of this research is to define the quiddity of indigenized philosophy of education, also indicators of indigenization of philosophy of education in Iran, are identified and validated, finally all philosophy of education doctoral dissertations in Tehran universities during 2017 and 2018 are evaluated from the point of view of the indigenization.

In this research 16 theses are checked out by using descriptive- analytical method to find out if they are indigenized and if they are responding to needs in our society or not? For this purpose, at first related indicators were identified by using grounded theory method, then they were validated by Delphi method. In this step 9 indicators were confirmed. At last all 16 theses were evaluated from the point of view of the indigenization.

Findings show that only 5 indicators are fully observed which are utilizing the human scientific heritage as much as possible, meeting needs, wise commentary, being innovative and to be reasoned. Being critical is almost considered but taking advantage of the Iranian-Islamic scientific heritage, reconstruction of Iranian-Islamic scientific heritage and correction of epistemic sources, are not noticed enough. It is necessary to point out that only 31/25% of theses are indigenizing philosophy of education in Iran completely and others do not pay attention to it.

The authors of the survey conclude that unfortunately indigenization of philosophy of education is not payed attention in this field’s theses. This matter causes waste of financial and human capital, in addition it is a big obstacle to achieve the aim of indigenization of educational science and humanities in Iran. This issue is worth pondering.

Education in the family provides the conditions for human growth and excellence and is the basis of formal and public education. Therefore, the purpose of this study was to investigate child-rearing approaches in the family; From the perspective of the biography of Imam Riḍā (as). This article was conducted using descriptive and analytical methodology, with the aim of detailed understanding of tradition and methodology of Imam Riḍā (as), about rearing a child in the family. For this purpose, those hadiths, narrations and theories have been used, which have direct implications and references to the discussion of educating a child in the family and are implicitly related to the theoretical and practical life of Imam Riḍā (as). In terms of methodology of Imam Riḍā (as), in the three approaches of religious, social and scientific education, some of the resulting categories are: cultivating social identity, dialogue, cultivating a sense of responsibility towards society and nature, and cultivating critical thinking. Analyzing things with the right criteria and the coherence of science and practice are other characteristics of critical thinking. The proposal of this research is to compile a document focused on rearing children in the family from the perspective of Islam. This document is enforceable for the family and the government has a supervisory and supportive role.