فاطمه فرهادیان

Family is the first institution in which every human being is placed, and the foundation of his personality finds its true form in this institution. The formation of a person's personality depends a lot on the lifestyle of the family and, in line with that, the style of raising a person by the parents. One of the personality aspects of every human being is how he communicates with his creator and how each person obeys and obeys his Lord. This aspect also goes back to the parent's behavior and upbringing method to an extraordinary extent. According to psychological research conducted in the field of child rearing, there are four authoritarian, permissive, permissive and authoritative styles. Authoritative style is the most logical and appropriate style among the four known styles. The purpose of this research is to know a new style that can be achieved through the verses of the Qur'an and the words of the Ahl al-Bayt (peace be upon them). The closest educational style of the Qur'an to the authoritative educational style is the responsible style. This style considers horizons beyond the final goals of the four educational styles mentioned. Actualizing and flourishing children's talents in line with the main goal of his creation, which is the service of God, is one of the most important characteristics of this style. The research method in this article is descriptive-analytical.

Educational methods are one of the most important parts of the Islamic educational system in which the instructor uses a translator from the current situation to the desired one.In this study, content analysis method was used to extract the themes of child-rearing methods in Surat Yusuf, which, due to the nature of the topic and the limitations of the research community, were removed from the sampling and the whole analytic community was studied.The results showed that cultivation methods with 51% had the highest frequency, field methods with 28% and insight methods with 21% had the least frequency.According to the findings, reflection and role playing methods play a major role in nurturing virtues and refining syntactic vices, and affection and reflection and role playing methods play a major role in nurturing virtues and refining syntactic vices, and affection and reverence methods provide more effective grounding for educational growth, and sermons and reminders play an important role in translational insigh reverence methods provide more reflection and role playing methods play a major role in nurturing virtues and refining syntactic vices, and affection and reverence methods provide more reflection and role playing methods play a major role in nurturing virtues and refining syntactic vices, and affection and reverence methods provide more effective grounding for educational growth, .

According to the data published by various demographic organizations, the fertility rate is decreasing in many countries of the world, including in Iran. This can be due to several reasons. Despite this, the cultural transformations during the last few decades, among other changes, stand out the most. The growth of individualism and humanistic thoughts, changes in beliefs and attitudes, the growth of secularism, transformation in family values, and reformation are among the most important developments related to fertility. The purpose of this research is to study the effective factors in fertility in the individual, family and social spheres and to explain a model for the family in the field of fertility based on reliable evidence and relying on religious teachings. Therefore, the research method in this study is qualitative and analytical. The research results showed that there is a significant relationship between the variables of individualism, modernization, religiosity, secularism and family values in families and fertility; In this sense, the higher the level of commitment to the religious beliefs of the family, the lower the levels of secularism and individualism, and the higher the level of attention to family values, the higher the fertility rate in those families. In the meantime, modernization and its consequences on the family and especially on women have contributed greatly to changing attitudes. Therefore, the most important principle is the change in attitude, belief, value and action at the three levels of the individual, family and society. Attitudes are formed over time and a transformational process, and then they become beliefs and values and finally actions, and once they are formed, it is simply not possible to change them, therefore, effective measures must be formed in this field.

Educational methods are one of the important parts of the Islamic educational system, and by applying them, the educator brings the learner from the existing situation to the desired situation. In this research, an attempt has been made to extract the themes of education methods in Surah Yusuf by using the content analysis method, which due to the nature of the subject and the limitation of the research community, the process of sampling has been omitted and the entire analytical community (all verses of Surah Yusuf) was investigated. The results of categorization showed that educational methods in Surah Yusuf include insight, tendency and action methods. Educational methods that have a complex perceptual characteristic are defined as "insight and attitude" and those that involve will, desire and motivation are defined as "tendency". Insight and tendency lead to action (behavior).According to the findings, action methods with 51% are the most frequent, insight methods with 28% and tendency methods with 21% are the least frequent in educational methods in Surah Yusuf. In this regard, the methods of ignoring and assimilation from the group of action methods have a great contribution in cultivating the virtues and correcting the vices of the learner. Loving and honoring provide a more effective method in creating a tendency for educational growth, as well as preaching and reminding that play a significant role in creating the insight of the learner, even more effective than insight method.

The purpose of this study was to determination the contribution of each of the variables of spiritual health, optimism and forgiveness to predict the psychological well-being of the students of Payam-e-Noor University of Dolatabad Center. The research sample consisted of 120 students from among 1477 students of different faculties of this university who were selected randomly and in a cluster sampling. The research method was correlation of the predicted type.The instruments were, the Rif questionnaire (1980), the Spiritual health questionnaire from the viewpoint of Islam Mousavi Moghaddam (1392), Carver & Shire (LO), Life Inventory (LOT) questionnaire (1985) and ehteshamzadeh (2010) Interpersonal Forgiveness Inventory (IFI) (2010) used.Data were analyzed using descriptive statistics and stepwise regression analysis.The findings showed that the average psychological well-being of students was 62.61%. The results of stepwise regression analysis also showed that spiritual well-being significantly predicted the psychological well-being of students (P = 0.0001). But the addition of each of the variables of optimism and forgiveness to the spiritual health variable does not significantly increase the predictive power of psychological well-being of the students. The results of the hypothesis test showed that psychological well-being had a significant relationship with spiritual well-being, optimism and forgiveness of students.

According to data published by various demographic organizations, fertility rates are decreasing in many countries around the world, including Iran. This can be due to a number of reasons. However, cultural transformations over the past few decades, among other changes, are the most self-explanatory. The growth of individualism and humanist thoughts, changes in beliefs and attitudes, the growth of secularism, changes in family values and transformation are among the most important developments related to fertility. The aim of this study was to study the factors affecting fertility in individual, familial and social domains and to explain a model for family in fertility based on valid evidence and relying on religious teachings. Brinasas, the research method in this study, is qualitative and meta-analysis. The results showed that there is a significant relationship between individualism, modernization, religiosity, secularism and family values in families and fertility, meaning that the more commitment to family religious beliefs, the lower the levels of secularism and individualism, and the higher the attention to family values, the higher the fertility rate in those families. In the meantime, modernization and its impacts on the family, especially women, have contributed greatly to changing attitudes. Therefore, the most important principle is changes in attitude, belief, value and action in three levels of individual, family and society. Attitudes are formed over time and a transformational process, and then they are transformed into beliefs and values and eventually into action, and when they are formed, it is simply not possible to change them, so effective measures should be taken in this regard.

Ethics and moral education have always been the focus of scholars and the thinkers around the world. Therefore, the present study aims to extract the views of education and explain the ways of sharing and differentiating the two great Islamic thinkers Abu Hamed Ghazali and Mehdi Naraqi in the field of ethical education in order to use it in religious education. This research is a comparative and documentary analysis. The findings of the study suggest that both religious scholars based on religious teachings and their familiarity on various fields, including education issues, are based entirely on religious teachings. There are certain commonalities in the principles of moral education from the perspective of al-Ghazali and Naraqi, such as the complexity of human beings, the purity of human nature, the gradual change of ethics, the influence of conditions on the most important and fundamental principles of moral education from the perspective of both scientists. There is an indicative difference in the fundamentals and presuppositions of moral education between these two thinkers. Ash'ari's professionalism in al-Ghazali has led him to present different thinking and insights in his ethical upbringing. This is not to resort to the traditions of the Prophet (PBUH) and to have an algebraic approach to affairs. At the foundations of al-Ghazali's moral education, the spirit of Sufism is dominant and sometimes rational and philosophical, but at the basis of moral upbringing, the spirit of mysticism is practiced in the mystical and practical aspect of ethics.