حسنعلی بختیار نصر آبادی

The purpose of this research is to explain the philosophical foundations of Kant’s rational education and its requirements in terms of goals, principles and methods of education and rational education. Kant has outstanding philosophical reflections in the field of wisdom, especially practical wisdom, which leads to the general rules of the universe, and he is one of the philosophers whose views on enlightenment are similar to the Copernican revolution. He has arational approach to education. This research has been done with the analytical method of conceptual in terpretation and direct reference to first hand and translated sources, related texts, articles and Journals. Therefore first,the conceptual analysis of the texts of kant’s thoughts with the context of existence, knowledge, human, value was done, and then by using the concepts and categories related to them, finally,a list of goals, principles and methods was deduced based on rational foundations witch are based on the ontology of experimental,sensory and intellectual educational methods and based on the knowledge of the methods and based on the knowledge of the methods to answer the questions of what can I know? What should I know? What hope can I have? what is man? The process of analysis takes place and in the answer to the fourth question, human nature is linked to its social aspects such as education, especially one of the foundations of values of moral duty which is the source of reason,and on the one hand, due to his pragmatic point of view,the components are tried fundamentals of kant’s educational methods such as previous knowledge, presuppositions,analogy, deletion, addition, interpretation in the shade of anthropology should be examined, and finally, the model of proposed models for the perception of cognitive and educational construction has been discussed.

The dynamic components of the philosophy of education should be identified for developing a dynamic system of Islamic education. The main purpose of this study was to develop a dynamic system of Islamic education using the dynamic components of education. The Delphi qualitative survey method was used. These components were considered as independent variables. To enumerate the dynamic components of the philosophy of education, 54 default high dynamic subcomponents were initially categorized into nine more general components. A community of 151 experts in the field of Philosophy of Education was considered nationwide, of whom 20 people completed the validated Tuckman semantic differentiation questionnaire. Convenience sampling was used to select samples by controlling the variables of teaching experience and higher academic qualifications. Kendall’s W test was used for a measure of agreement among experts in the SPSS software using descriptive statistics. The results showed that all nine hypothesized components and their sub-components were approved by the samples, and a dynamic system of Islamic education can be designed consisting of these nine components. The components were foresight, use of advanced technology, exchange of information and communication, harmony with nature, security, flexibility, reliance on revelation, the constructive role of humans in education, and being systemic. As a result, a dynamic system of Islamic education consisting of these nine components was designed and presented. This model is recommended for use in Iran’s education system.

The purpose of this study is to design a model to promote the programs and activities of the association of Parents and Teachers based on the Iranian-Islamic lifestyle.

The research is a qualitative study using the method of content analysis. To design the model, the data foundation method based on the approach of Strauss and Corbin was used. The statistical population consisted of the faculty members in the field of philosophy of education in Tehran universities in the academic year 1399-1399. In-depth interview was used as the data collection tool that experts were purposefully selected to achieve the research goal and sampling continued until theoretical saturation, so 14 people participated in the interview. From the interviews, appropriate texts were extracted and coded based on open coding, then the concepts were coded axially.

The findings showed that the Iranian Islamic lifestyle includes moral-social, economic, educational and family dimensions. The study of the model also showed that "participatory management of programs and activities of the Parents and Teachers Association, control and monitoring and evaluation of programs and activities of the Parents and Teachers Association" is achieved as a central category based on causal conditions and strategies and leads to consequences. Parental participation of students, promotion of educational activities and expansion of communication between home and school centers.

The results confirmed the adoption of the policies in the association of Parents and Teachers and the establishment of an empowering system of strategies and interactions, purposeful behaviors and activities that are adapted in response to the central category and under the influence of intervening conditions.

Observance of professional ethics by teachers and educators plays a very important role in creating a favorable ethical climate in the educational environment. Teachers' professional ethics have been discussed from numerous philosophical perspectives. In the meantime, one of the philosophers of existentialism who is particularly concerned with the issue of ethics in the human world and the "person" of man is Martin Buber. He believes that ethics can be influenced by one's relationship with oneself. Therefore, the purpose of the present study is to draw on ethical and value principles based on Martin Buber's perspective on the philosophy of ethics and human relation to self, to guide the professional ethics of teachers and teachers in the field of teacher-self communication.

In the light of unifying capability as the principal ethical resource, other principles of teachers' professional ethics are guided in a real way. In Buber's thinking, the teacher's "moral" and "professional" duties, and his "educational" and "educational" roles, are fully intertwined and have essential unity. "Profession" is also an important part of the teacher's existence and life, and the true success of the teacher in the profession will pave the way for the realization of his existential perfection. Guides drawn from Buber's ethical theory in the area of ​​teacher-to-teacher communication can help teachers in the process of constructing their own ethical and professional desires and identities, and by helping to broaden teachers 'horizons and improve teachers' perceptions, effective and effective communication with teachers and themselves. To facilitate their students.

The purpose of this study was to identify the components of the Iranian-Islamic lifestyle in order to improve the activities of the Association of Parents and Teachers of Education based on the Delphi technique. To identify the components of the Iranian-Islamic lifestyle, the method of content analysis, which is a qualitative method, was used. The statistical population of the study was experts and included all faculty members in the field of educational sciences in Tehran universities in the academic year 2019-2020. Therefore, 15 professors, experts and specialists in the fields of philosophy of education, educational psychology, educational management and curriculum planning were selected using purposive sampling. The research findings showed that according to Islamic sources, the Iranian-Islamic lifestyle includes moral, social, economic, biological and scientific dimensions. Delphi method was used to validate the research model. In the first round, a questionnaire with 65 indicators was provided to the experts. And educators and risk reduction in educational investment were eliminated. In the second stage of the Delphi test, the experts confirmed all the indicators of the model of programs and activities of the Association of Parents and Educators of Iran.

The purpose of this study is to examine the Qur'an's view of the environment in order to develop an educational model. This is a qualitative research. In this study, the researcher first uses a purposeful sample of the Qur'an and valid interpretations of the subject of the environment, then extracts the results and findings from the perspective of the Qur'an by interpreting the environment and presents an educational model. In this study, according to the key role of the two elements of man and nature, their corresponding attributes are extracted from the Qur'an. Subsequently, five normative propositions and five realistic propositions are extracted. Pairs of normative-realist propositions corresponding to each other are then considered as the preconditions of a deductive argument, and five prescriptive propositions as educational principles are inferred from each of these conjugate propositions, which include: Of the world of nature, the principle of establishing an innate connection with the world of nature to understand its purpose, the principle of strengthening the sense of responsibility for allowing nature to conquer, the principle of mentioning the blessings of nature to strengthen the sense of gratitude towards it and the principle of strengthening holistic insight. Educational methods are proposed for the fair use of nature and, finally, for each of these principles. Therefore, it can be expected that the findings of the present study in the form of a proposed model based on practical teachings and methods, can lead to purposeful and responsible human occupation of nature and lead to land development and environmental protection, and also this model should be used by decision makers in the formal education systems of the country and also in the field of public culture.

In this article, in the framework of an analytical-inferential approach, a conceptual model for environmental pedagogy, relying on the teachings of the Holy Quran is presented. For this purpose, in the first step, from the perspective of the Holy Quran and with reference to authentic interpretations, man as described as a creature with authority, intellect, mettle, possessing collective identity, and intertwined with the physical and spiritual dimensions, and nature with attributes such as the verse of existence, blessing Divine, human resuscitative and purposeful, balanced and symmetric system are introduced. These descriptions subsequently form the basis of an educational model on the environment axis. The components of this educational model include the basic, goals, principles and methods, respectively. Thus, initially, from the same descriptions as mentioned above, five propositions are inferred as a set of educational basics. Then, for each of these five basics, in severance of a purpose, a principle, and one or more methods are presented. In fact, the educational model introduced in this article is based on the correspondence and logical sequence of these basics, goals, principles, and methods along each other. It is expected that, the findings of the present study can be used by decision makers in the formal education systems of the country and also in the field of public culture.

Ethical education is the most important topics in education and an effective affair in correction self purification and human s' prosperity. This topic emphasizes on the foundations and fundamental recognition. The major issue in the essay is the study of the fundamentals of anthropology of ethical education with comparison of Javadi Amoli s' perspective and Mohammad Ghazali s' by descriptive and analytical method. Based on the findings of the research , human s' supernatural and spiritual spirit ,nature and intuitive insight toward the existence , authority , human dignity and his need to education and divine guidance are the most important fundamentals of anthropology from the perspective of Javadi Amoli and Mohammad Ghazali. Each of them have some similarities and differences in explaining the fundamentals.

Teachers in modern societies have a model and identity function, and a professional and ethical mission to achieve the perfection of students. The aim of this research was to deduce guidelines for the professional ethics of teachers in the area of teacher-student communication according to the moral principles from Buber's point of view, because Buber pays special attention to the issue of ethics in human relations. The research paradigm was qualitative. The data collection method was documentary and a descriptive-interpretive approach was used to analyze the data. In order to provide guidance for each of the eight principles of teacher professional ethics, the inferential method was used. The results indicated that in the light of the unifying ability of the final moral criterion, the basic orientation of other principles of ethics of the teaching profession is correctly determined. In teacher ethics, Buber assigns a real position and weight to each of the "two poles of teacher and student"; In a way, the reflection of Bobri's "I-you" relationship in educational processes significantly reduces the conflicts between educational principles, and in the relationship between teacher and student. In the area of teacher ethics, we can emphasize the positive concepts of Buber thought, which are the "moral virtues". In the current situation in which formal education systems and their derived curricula encourage impersonality and alienation in the relationship between teacher and student, teacher action based on Boobri moral virtues can facilitate the process of building students 'personal identities. It also fosters the teachers' personal and professional integrity.

Love is one of the attributes of life and has levels that play a special role in human education. The present study, which has been written with the aim of recognizing and explaining the educational functions of the Ahl al-Bayt (as), is a qualitative research and has studied the subject by content analysis method and using library resources. The Holy Qur'an pays attention to the issue of love in several verses and in terms of the underlying role of love in the transcendence or decline of man, explicitly forbids some loves and emphasizes some loves. Among the positive loves of the Qur'an is the love of the relatives of the Holy Prophet of Islam, peace be upon him and his family, which can be the bedrock of human transcendence for worshiping the Almighty and achieving ultimate perfection. The result of this research is identifying some educational functions related to the love of Ahl al-Bayt. It was in the individual and social spheres, which are: development of self-awareness, deepening of understanding of Quranic teachings, cultivation and purification of the soul in two forms: active purification and possession purification, love writing and immunization of the lover from psychological, moral and spiritual dangers.

The purpose of the present study is to explore of the Martin Buber's intellectual system in the areas of religion, ethics and education in order to explain the teacher's professional and ethical responsibilities. Research that has been done with descriptive - interpretative approach and with deductive method, in the first step, describe and interpret Buber's spiritualistic approach. Buber is regarded as a spiritualist philosophy who proposed the idea of the "Eclipse of God", has admitted to fender the modern instrumentalist thought in between the encounter of man with God, and expressed concern at the diminishing spiritual and moral aspects of the various aspects of human life today. In the next step, the implications of this approach are deduced for the four areas of teacher's ethics: God, the world, the self, and other human beings (students, parents, co-workers, and society). Teacher's ethics based on Buber's perspective can be summarized in two stages: Teacher by creating a personal relationship with God, calls divine spirituality into all his thoughts and actions. The result of this spiritual state is that the teacher becomes aware of his existential powers, such as the right to choose, making decision and will, and in all communication, releases from selfishness, narrow-mindedness, insistence on the "I-It" kind of relationship with the manifestations of creation and others, and he works with integrity of being for the fulfillment of God, world, self, and human beings.

The purpose of this study is to investigate the concept and functions of "contentment" in the book ‘Mathnawi” and to deduce its implications for moral education. This study was conducted using a qualitative approach and using the reconstructed Frankena inference model. In the first part of the research, after a brief overview of the status and importance of the Mathnawi, the concepts of ethics and contentment, some of the basic characteristics of contentment are recognized in the form of realistic statements and educational principles, and under each principle, first, the Quranic or Hadith document is stated and then the main point of view of each principle is explained from the Mathnawi. Recognized propositions in this study include: contentment as a way to the “Hayat tayyebeh”(Pure Life), a factor for maintaining self-esteem, a treasure for freedom of want, a factor to distinguish from envy, a tranquilizer of greed, a source of happiness and a factor for correlation between reliance to God, daily bread and internal satisfaction. In today's world, where consumerism and attachment to worldly attitudes are instilled to different societies by the capitalist system, it is necessary for our national education system to rely on influential religious teachings and ideas like Rumi, to put 'contentment' as an educational goal and nurtured a 'convincing and self-sufficient' generation.

The aim of this paper is a content analysis of Ubayd Zakani's Resaleh-ye Delgosha according to Lipman's critical thinking views. Thus, three groups of critical thinking, creative thinking and caring thinking are applied to this text. The results show that the three stories of Delgosha have enough potential in developing philosophical thinking if some exercises and questions are added to be used in a P4C program. It is suggested to writers of children's literature to rewrite the stories in this book for two age groups.

The present study aimed to draw attentions toward the importance of art-based curriculum in order to promote indexes of teaching peace to learners. Arts education is an integral part of curriculums and greatly influence nurturing philanthropist and peaceful teachings to learners especially in their early years. However, arts education and its effect on developing ethical skills, compassion, sympathy and peace have been neglected historically. In this regard, scholars have taken analytical descriptive approaches toward studying art, arts education and the interaction between art and peace as an ethical merit in curriculum and have presented several suggestions to promote peace through arts education.