فاطمه سادات بیطرفان

The main purpose of this study is to explain the current state of educational change in the micro (educational area and school) based on the life experiences of primary school teachers, according to the theory of Michael Fullan (2007) and determine its distance from the desired situation. The research approach is qualitative and its main method is phenomenology. The study population is elementary school teachers who were selected (10 people) as the criterion-based sampling method, criterion-type, until the theoretical saturation. Also, in order to validate the findings, 2 additional interviews were conducted and therefore, 12 people were selected. The research tool includes face-to-face interviews of semi-structured and unstructured type. One of the most important achievements of the present study is to prove the importance of the combination of two types of individual and social agency in the teacher and also his three-dimensional role in educational change.

The purpose of the current research is to describe and describe the educational journey of the first author of the research in the curriculum text, in the position of past comprehensive, current teacher and future curriculum expert, and to reconceptualize the teacher's educational practice based on the educational metaphor of the journey. The current research design is of qualitative type, and in terms of method, it is included in the category of narrative research. The general method of the work is that the first author of the research, as a teacher and in fact, a subject for analysis, subjected himself to deep introspection and presented his personal narrative of the phenomenon in question (here curriculum) in the narrative style of "auto-ethnography" and then, in order to validate his narrative, he has used the narrative of three other teachers, who were selected using the purposeful sampling method (criterion-oriented preference), along with his own narration. The main process of extracting the key concepts and themes has also been done using the seven-step method of Colaizzi (1987). The findings of the research indicate the necessity of turning the theory and practice of the curriculum and redefining the components of the curriculum from simple to complex and from quantitative to qualitative.

The main purpose of this study is to identify the administrative barriers in the field of aesthetic and artistic education of the Fundamental Evolution Document in education, based on the Fullan model (2007). The field of artistic education has been forgotten and neglected, despite the tremendous impact it can have on morale and, consequently, on the learning of learners and even their educators.This research project is the "combined" type (simultaneous test). The study population included two independent groups of curriculum and education specialists (in the qualitative section) as well as primary school teachers (in the quantitative section). The sample size includes 12 curriculum and education specialists and 120 primary school teachers .The sampling method in the first part (qualitative) is theoretical and purposeful method and its tools include semi-constructed and unstructured interview and in the second part (quantitative) it is "purposeful and preferable" and the research tool includes a 30 questions researcher-made questionnaire. Quantitative data analysis involves the Wilcoxon single-sample and Friedman tests to rank the Barriers to the implementation of the Fundamental Evolution Document based on the components of the Fullen model. Qualitative data analysis was also performed using the seven-step )Colaizzi, 1987) method. The results of the study confirm the gap between the designers of the Evolution Document and its implementers in schools, which, in addition to other existing administrative barriers,contributes to the inefficiency of the Fundamental Evolution Document in the implementation phase.

The present study aims to explain the educational metaphor of the journey and its educational implications by a comparative study of two valuable educational works of "The Conference of the Birds" and "The Magic Mountain". Therefore, to achieve the research objectives, the methods of progressive inference method, and also the four-step comparative method are used and the findings of this study, in three main steps, include the analysis of the educational metaphor of the journey in "The Conference of the Birds" and "The Magic Mountain" from the perspective of seven intermediate mapping maps, including travelers or travelers, travel planners, travel destinations, travel stages, luggage, Routing and travel requirements, travel strategy, and also trips), the deduction of educational implications (principles and methods of education) in the two books, as well as the comparison of the previous two steps. Accordingly, the results of the research indicate that the educational metaphor of the journey, based on the selective basis for it, in which two bases of Islamic mysticism and humanist mysticism are introduced, are two separate paths for education that are defined by The abundance of commonality between these two paths is thought to be different for them; among them, the commonality of these two can be exemplified by the step-by-step process, the freedom and the ability to interpret and interrogate in traveler (student), and The distinction between these two can also be the place or origin of the cognition of human beings and their different ends, one that is infinite and divine, and the other is limited to the human soul.

Metaphor has many capacities in conjunction with different meanings and can bring a more comprehensive concept of common terms to mind. Hence, in the present study, education is considered as an inner journey which is titled "Educational Metaphor of Journey". Accordingly, the present study aims at explaining the educational metaphor of the journey with a mystical-metaphorical view. Therefore, in order to achieve the research objectives, the methods of analytical logical analysis are used. The results of the research indicate that the educational metaphor of the journey, based on the selective basis for it, in which two bases of Islamic mysticism and humanist mysticism are introduced, are two separate paths for education that are defined by The abundance of commonality between these two paths is thought to be different for them. The general plan of the educational journey based on a mystical-metaphorical view includes the two main pillars traveler and travel planner and five sub-pillars travel destinations, travel stages, luggage , Routing and travel requirements, travel strategy, and also trips. Finally, based on the results of this study, it can be argued that using the educational metaphor of the journey is an important step for reaching a definition for educating and will be gaining access to the knowledge among the experts in the field of the meaning and concept of education.

The present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the original factor in Islamic education, the Prophet has been considered as a perfect manifestation of human beings and witnessed the implementation of original theories and the main mediator between theory and practice in education. Thus, the transition from theory to educational practice is explained by the basic principle that approaching the Prophet is a criterion for approaching the field of action and an objective manifestation of the theory of education, and consequently, distancing oneself from this educational criterion is a sign of the separation between theory and educational practice. Therefore, according to the Prophet's practical life in the history of Islam, transition in terms of educational practice has been introduced in three levels or general phases, including rational, emotional and behavioral levels by introducing twelve basic components.

The major aim of this study is to analyze the elements of Islamic lifestyle in the TV series "Mah-Asal" as well as analyzing the impact of this series on improving audience’s media literacy. This study, in terms of purpose, is applicable and in terms of the nature and method, is qualitative. Statistical population of this study consists of all parts of the broadcast of "Mah-Asal" on the national media (TV) from 2013 to 2016. Sampling method is also a Non-probable preferential (purposeful) one. findings showed that "Mah-Asal" beside the considering all elements of Islamic life style and also media literacy (considered in this study), has a high emphasis on the component of "family" in Islamic life style and the components of "Cognitive" and "emotional" in media literacy. The method of showing these elements and the other educational components in this TV series is the use of indirect educational method such as modeling and creation of educational religious myths. The results also implies that this special program, with emphasis on the principles of "morality" and "paying attention to social differences", is a kind of preaching education.

Recently, thinkers, specially Muslim scholars brought up the question of spirituality in their discussion of health. Today, thinkers consider that without spirituality health has a fundamental defect. The main aim to this paper is to bring out the constituents of spiritual health in the doctrines of Islam. Using of a descriptive-analytical method and referring to the two invaluable sources i.e. The Quran and Sahifah Sajjadiyyeh, the paper attempts to identify these constituents. The findings of research show that Islam has a basic role in promoting the health of its followers, and there is a strong relationship between faith and sanity. The origin of spiritual health in Islamic culture is the reality of heart or soul which is distinct from body and has an independent character. According to the Quran and Sahifah Sajjadiyyeh the constituents of spiritual health are cognitive, aspect, emotional aspect, practical aspect and efficiency.

The purpose of this research is a comparative study of education based on love in teachings of Islam and Christianity as two great religions. Method of This research is descriptive and comparative and the results show that although education in both Islamic and Christianity is following perfection and happiness as a common main goal, but this final goal is based on two different epistemic philosophical foundations; one is based on monotheism and the other based on Trinity. Love is also a moral virtue in both religions, with the difference agency for grace. The mediator or agency for grace in the teachings of Islam is the Prophet (PBUH) and his successor or progeny peace be upon them, whereas in Christianity, only Christ (PBUH) is considered as the main mediator of grace and love of the creator to the creature. The greatest type of love is the love between the Creator and the creature in Islam, but on the basis of original sin in Christianity Christ's (PBUH) sacrifice, is the highest form of love. Love-based educational methods in teaching of Christianity consist two methods; one is method of creating hope and the other is method of enunciation, whereas in Islam, along with Love-based educational method, prohibition of love is also concerned, based on the principle of "Friendship" and "Hate or hatred".