jaber eftekhari

Considering the various educational approaches, (Wilāyah) education is considered the most effective due to its link with the Almighty God. The use of Wilāyah education is crucial to the achievement of a genuine Islamic education. This study therefore focuses on the teachings of the Wilāyah in the light of Ziyārat Jāmiʿah Kabīrah as an example of the sources that link the teachings of the Imams to the Almighty God. The aim of the Wilayat education system is to present a comprehensive model of education to the community teachers.

This research employed purposeful sampling, utilizing the Ziyārat Jāmiʿah Kabīrah as a profound document on Imamate and Wilāyah. Based on this, a thematic analysis method was applied to continuously study the Ziyārat Jāmiʿah Kabīrah and its related interpretations. After extracting passages with similar content, the sub-themes of the research were compiled. Subsequently, the common themes were categorized under organizing themes: scientific, moral, social, emotional, spiritual, and biological education. All these themes were then subsumed under the overarching theme of Wilāyah education. Finally, the themes of Wilayat education were analyzed, and the necessity of placing them under the authority of God's representative was elucidated.

The results showed that Wilāya-based education is an effective educational model for achieving Islamic education. Following the Imam, who embodies the perfect and fully developed human being in all aspects of education, can lead to success in both worldly and eternal life

The aim of the present study was to investigate the degree of compliance between the intended and implemented curriculum of Islamic education courses in the field of educational sciences at Farhangian University from the perspective of professors and student teachers. The research method was based on an applied objective and based on the data collection method, a descriptive survey type and the statistical population included all professors of Islamic education courses and student teachers entering 2019 and 2020 in the field of educational sciences at Shahid Beheshti Eqlid Farhangian University. In the professors' section, census sampling method was used and all professors (12 people) were selected for the sample. In the student teachers' section, 200 people were selected for the research sample from 425 student teachers studying in Islamic education courses by simple random method. The status of the implemented curriculum was examined using a researcher-made questionnaire and a form for observing the behavior of instructors. The collected data were analyzed with the help of descriptive and inferential statistical indicators. The results of the data analysis showed that, overall, the degree of correspondence between the components of the objectives, content, teaching methods, and evaluation method of the intended curriculum of Islamic education courses with the implemented curriculum from the perspective of professors and student teachers was below average. From the perspective of professors and students, the evaluation component in the course of documents, laws, and the organization of education in the Islamic Republic of Iran and the component of objectives in the course of the social role of the teacher from the perspective of Islam showed an average above average. Also, in the course of the philosophy of formal and general education in the Islamic Republic of Iran, from the perspective of professors, only the content component showed an average above average. Considering the results obtained, Farhangian University can achieve the goals outlined in education courses by developing a more coherent intended curriculum and holding effective training courses for professors.

 The purpose of the present study was to investigate encouragement and punishment in virtual education from the perspective of elementary school teachers in Niriz City. The research, using a qualitative approach with the phenomenological method, investigated the ways of encouraging and punishing virtual education. The scope of the research (community) included sample teachers of Niriz city and the participants (sample) were selected using targeted sampling (desirab2-le cases). A response interview was used to collect data. Thus, after interviewing 10 teachers, data saturation was achieved. The obtained data were analyzed according to Strauss and Corbin's coding. The results showed that the use of various methods of encouragement and punishment, observance of moderation, the use of innovative methods, and the use of the correct behavioral framework in the virtual classroom are among the main themes of encouragement and punishment. Also, to enrich the virtual education, making stickers from the audience and paying special attention to their differences was planned by the participants. Therefore, to maintain the learning motivation of learners and prevent deviations in virtual education, the use of encouragement and punishment is an undeniable necessity.

Education for thinking requires care in how we think, which is called caring thinking. This thinking combines feeling and rationality and helps children develop a sound value system. Despite the growing importance of caring thinking and the need for content to teach it, there is a shortage of suitable materials and a lack of attention to this aspect of philosophical thought. Therefore, this research aims to analyze the book "A Collection of Philosophical Stories for Iranian Children" based on the components of caring thinking for use in philosophical inquiry circles. The stories in this book and the suggested exercises at the end are analyzed based on the presence or absence of components of caring thinking (appreciative thinking, emotional thinking, normative thinking, active thinking, and empathetic thinking). This research uses comparative content analysis and purposive sampling. The findings showed that although some stories in the analyzed book did not address the components of caring thinking, the presence of these components was evident in most stories.  Normative, emotional, and appreciative thinking components showed a suitable and rich presence, while active and empathetic thinking components were less rich compared to the others. Therefore, using these stories in philosophical inquiry circles can help strengthen and develop caring thinking in children.

Given the importance of knowledge and intellectual endeavors in shaping the worldly and spiritual development of the individual, as well as the emphasis and invitation of divine faiths, particularly Islam, to critical thinking and intellectual contemplation, this present study examines the quality of contemplative thought and its components in the sermons of Nahj al- Balagha. This form of thought is considered one of the three philosophical thought types that contemporary scholars have expanded and refined. Therefore, this research aims to examine contemplative thinking and its relevant components, which include evaluative, active, normative, emotional, and empathetic thinking, in the sermons of Imam Ali (peace be upon him). The research methodology used in this study is a qualitative content analysis of a comparative nature. Examining the sermons in Nahj al-Balagha, examples related to the components of contemplative thought are identified, categorized, and explained, accompanied by the provision of frequencies and percentages for each element. Research results indicate that contemplative thinking and its related components are emphasized in numerous sermons. These components include expression of gratitude and praise to God, pursuit of truth, avoidance of negligence, advocacy of justice, attention to the afterlife, encouragement of virtuous deeds, keeping of covenants, and prominence of the superiority of the Ahl al-Bayt (the Prophet's household). Furthermore, among the components of contemplative thinking, Imam Ali (peace be upon him) placed the greatest focus on the evaluative thinking component. In contrast, normative thinking was relatively rare compared to other components in Nahj al-Balagha's sermons. Thus, this rich and insightful Islamic source has the potential to contribute to the effective and efficient development of contemplative thought.

Rousseau is considered one of the most prominent representatives of Enlightenment philosophy, who led education to new directions with his works and deeply impacted people's lifestyles. Therefore, the current research aims to explain Rousseau's point of view as a representative of naturalism in the field of education and the factors affecting it, and to achieve this, a descriptive-analytical method was used. In Rousseau's view, various factors impact human education and several stages can be considered for human development. The findings of the research showed that the central principle of Rousseau's educational philosophy is nature. From his point of view, children are noble noble savages who have a sense of right and wrong by nature and have natural plans for orderly and healthy growth. According to Rousseau, a person is virtuous at the beginning, and due to civilization and its effects, he is out of the natural state and moral vices appear. So, people achieve human values ​​from self-love with the help of natural education. Rousseau saw the child as innocent and considered childhood the most natural period of human development. Therefore, by emphasizing the natural, spontaneous, and necessary parts of a person's nature, he wished to return him to his childhood. Therefore, he gave up trying to change a person into a citizen of the state and believed that the law should be compatible with the natural force and spirit of the person.

Moral Intelligence encompasses the capacity to discern between what is morally right and wrong, possess firm moral convictions, and actively apply these principles in one's actions. It is imperative to recognize that moral values are not hereditary, but rather acquired through learning. Consequently, the aim of this investigation is to assess the Elementary School Heavenly Gifts books in light of Borba's perspective on the various facets of Moral Intelligence.

The approach employed in this descriptive study is content analysis, which involves scrutinizing the information contained within five volumes of Elementary school textbooks from the academic year 2020-2021, employing a content analysis checklist tool in accordance with the Components of Moral Intelligence. Subsequently, the desired Components were identified as criteria for analysis, and the content of the book was examined utilizing William Rumi's technique.

The findings indicate that the level of attention devoted to the Components of Moral Intelligence in the content of the Elementary School Heavenly Gifts books is moderately effective, necessitating the need for editorial revisions to enhance the focus on Moral Intelligence and its various Components. Notably, the third Grade Heavenly Gifts book demonstrates the lowest level of involvement (ISE = 0.67), while the sixth heaven Heavenly Gifts book exhibits the highest level of involvement (ISE = 0.83). Additionally, the results of the Chi-square test (Sig: 0.001, Chi-Square: 21.636) demonstrate a significant difference between the Components of Moral Intelligence at a 0.001 level of significance.

According to the results there is a significant difference between two interventions Therefore, the Component of Kindness holds the highest frequency at 8.50%, whereas the Component of Fairness possesses the lowest frequency at 4.78% among the Components of Moral Intelligence.

Shyness or shyness is a social emotion, and this state originates from the feeling of self-inferiority, in some cases, it becomes so intense that it affects the whole personality of a person. This research was done to investigate shyness and the disorders it causes in students' education. The method of conducting this research was narrative research. A narrative is a person's gateway to the world and shows the experiences of people in the world. Narrative research is the study of experience in the form of narrative and primarily shows our thoughts about the world. The methods of data collection in this research were self-narratives and narratives of the researcher and narrative interviews with school teachers. The method of data analysis was such that the data were analyzed in three stages open, central, and selective coding. The findings of the research show that four central factors play an effective role in the shyness of students. These four factors are; Individual, social, family, and school factors. Among the most important components and codes are lack of persuasion in school, weak human relations in school, lack of recognition of students' needs by the school, lack of planning, teachers' inexperience, and lack of teachers' familiarity with psychology. To eliminate shyness and create self-confidence and activity in students, the first step is to conduct a needs assessment of the students, and based on the conducted needs assessment, steps should be taken to solve the students' academic problems.

The development of rational faculties that distinguish humans from other living beings is a topic of interest to scientists and philosophers from various perspectives. It is also a challenging topic in Foucault's intellectual and philosophical system. Therefore, this study examines the rationality in Foucault's thought using a descriptive-analytical method. In this context, relevant documents and sources related to postmodernism and Foucault's views were specifically selected and analyzed to achieve theoretical saturation. The research suggests that Foucault views rationality and knowledge as products of power. He criticizes partial, superficial, and local rationalities and instead focuses on comprehensive and universal rationality and truth. In addition, he views educational spaces, institutions, and organizations as reproductions and instruments of power. Based on this perspective, it can be said that, from Foucault's point of view, the ultimate goal of education is to cultivate critical, active, and creative students who can recognize power relations through deconstruction and analysis of texts and social practices and discover new meanings and interpretations.

The currently increasing changes in the world requires individuals who are able to meet their needs through research skills. Therefore, this study aimed to investigate the research spirit components in the tenth-grade textbook of “thinking and media literacy”. A content analysis form for the research spirit components was used as the research tool. Descriptive statistics and Chi-square test were used to analyze the data. The results revealed no significant difference in terms of distribution of components in the textbook. In addition, the component of questioning had the highest frequency (7.50%) and the component of independence of opinion had the lowest frequency (3.09%). It is suggested that revisions of this textbook better address the components of independence of opinion, self-assertion, and creativity.

The purpose of this research is to investigate and explain media factors affecting the occurrence of online cheating in Iran. This research is of a qualitative type that has used the analytical descriptive method. Therefore, the key concepts including disloyality, internet disloyality, and media were defined according to the background of past researches that were more related to the subject, and then eight factors were identified as media factors that had more influence than others and they were explained and described. The media factors affecting virtual cheating are limited to two main factors that each of these is converted into four sub-factors: 1- media underlying factors that include addiction, lack of real identity authentication, easy access and low cost, and 2 - Debilitating factors of the media, which include promoting atheism, changing lifestyles, destroying privacy and globalization. The results indicated that the media and virtual networks gradually shake the adherence of their users and audiences to the values and norms accepted in the culture and as a result the security of the family's heart. Also that social media which promotes globalization hurts the family’s lifestyle and the native pattern and the attitude and religious beliefs, and with the normalization of extramarital relationships, they become the basis for the occurrence of online infidelity in the first place and marital infidelity in the final place. So it is suggested that due to the unfamiliarity and novelty of the concept of online cheating for a many people in the society, especially young people, more awareness should be given about it with different and appropriate methods and tools by cultural, social and educational authorities.

Islamic thinkers have presented their educational ideas by benefiting from two important and rich sources of Islam, that's mean the Qur'an and the Sunnah. Therefore, the present study, focusing on the educational opinions and teacher behavior of Faiz Kashani and Shahid Sani, two great Islamic thinkers, seeks to identify the components of Disciple-educating in their opinion. The thematic analysis method was used in this qualitative research. In this way, the book Al-Mahja Al-Bayda authored by Faiz Kashani, and the book Maniya Al-Marid authored by Shahid Sani, which are in the field of moral education and in which the mutual etiquette of the student and the teacher is discussed, were selected and analyzed using the purposeful sampling method. In this way, 21 overarching themes were identified in the reviewed documents, which were categorized into two organizing themes of ethical behavior (11 themes) and scientific behavior (10 themes), and finally, all themes were placed under the overarching theme of Disciple-educating. The findings of the research showed that among the inferred themes, 9 themes; Kindness and benevolence, chastity of self and purity of intention, observance of fairness and respect, God's pleasure, humility and modesty, implicit inhibition, attention to understanding and talent, gradual education and ranking of materials, accompanying science and practice have more richness and in The reviewed works have had a rich presence and are considered the most important components of Disciple-educating from the perspective of Faiz Kashani and Shahid sani.

Social studies is the science that discusses man, his relationship with social, cultural and natural environments, developments in human life in the past, present and future, and various political, economic, cultural and environmental aspects. Therefore, the aim of the present study was to investigate the coefficient of students' engagement with the content of social studies textbooks in the third grade.

William Rumy's method was used in this descriptive research. In this way, by dividing the active and passive categories of the content of the book, including text, questions and images, the engagement coefficient is obtained. If the engagement coefficient is between 0.4 and 1.5, the content of the book is active, and if it is less than 0.4, it is inactive. Also, the tool for collecting information was a checklist, which was prepared based on theoretical principles and its validity and reliability were confirmed by the professors of educational sciences at Farhangian University.

The results showed that the text of the social studies textbook with involvement coefficient of 0.14 is inactive and does not have the necessary dynamics and focuses more on stating facts and presenting content. The questions of the book are inactive with involvement coefficient of 2.34 and the pictures in the book with a coefficient of involvement of 0.14 show their inactivity and it can be said that it does not provide the ground for active activity and learning. 

Therefore, all three categories of text, questions, and illustrations in the third grade Elementary social studies textbook are not within the range set by William Romey and are inactive.

During the last six decades, various educational theories and models have been presented in the educational literature. Therefore, the aim of the current research was to provide appropriate strategies and principles in order to improve the effectiveness and quality of teachers' teaching

Using qualitative content analysis method of inductive formation of classification, the researcher has identified and classified four prescriptive strategies and a set of sub-principles that should be considered in effective teaching design. Various educational theories such as David Merrill's basic educational principles, Janasen's learning environments, the seven-step model of Leshin, Pollock and Reigluth, Merrill's components representation theory, Gardner's multiple approaches to understanding and Star learning software to extract these strategies and principles. A prescription has been reviewed.

The findings of the research indicated that four prescriptive teaching strategies were identified and classified including: a. Effective teaching should include interactions to present and display educational experiences and activities. B. Effective teaching should include interactions to practice learning knowledge and skills by students. J. Effective teaching should include interactions to provide feedback and coaching. D. Effective teaching should include interactions to measure and evaluate the amount of acquisition and transfer of knowledge and skills learned.

The identified teaching strategies and prescriptive principles can be used as a framework for designing educational interactions in classroom teaching as well as a criterion for evaluating their effectiveness and efficiency.

Apostasy is a relatively emerging phenomenon in the religious society of Islamic Iran, which threatens the youth and students of this country. Therefore, the present study was conducted through a qualitative and phenomenological way in order to investigate the factors, contexts and consequences of Apostasy and the students' outgoing solutions. The scope of this study included the students of Bahonar University of Kerman, the participants were selected purposefully using the snowball sampling. In order to collect data, semi-structured interviews were used and the data obtained reached saturation by interviewing 14 people. To analyze the collected data, Strauss and Corbin's three-step coding (open, axial and selective) and MAXQDA 12 software were used as data analysis tool. The results of the present study showed that financial and religious issues, incorrect upbringing and cultural invasion were considered as causal conditions, cultural, economic, religious, environmental and social factors as context conditions, personal and social factors as consequences, religious enlightenment and targeted education as strategies or solutions to prevent apostasy. , it is suggested that codified and coherent programs for religious education and getting out of apostasy should be designed and be implemented with utmost precision at different levels of society.

The purpose of the current research was to investigate the Persian books of secondary education based on the components of caring thinking. The method of this descriptive research was content analysis and the Shannon entropy method was used to analyze the data. The analyzed sources were three volumes of Persian textbooks of the first secondary school in the academic year of 2021-2022 and the research tool was the content analysis checklist based on the components of caring thinking from Lipman's point of view, the validity of which was verified by five education experts. The findings of the research showed that in the Persian books of secondary school, the highest importance coefficient in terms of attention to the components of care thinking is related to the eighthgrade book (0.336) and the lowest importance coefficient is related to the ninth grade (0.329). Also, in Persian books of secondary school, the component of appreciative thinking has the highest information load (0.99) and the importance coefficient (0.20), and the component of affective thinking has the lowest information load (0.95) and the coefficient of importance (0.19) they have dedicated themselves. Therefore, according to the insignificant difference in the information load and the importance factor between the books and the components, it can be said that the content of these books has been balanced to some extent, and considering the important role of caring thinking in the life of students, it is suggested while revising the content of Persian books of secondary school, they should pay more attention to this issue.

Cultivating intellectual powers and strengthening critical thinking are essential to human excellence and are of interest to thinkers and policymakers of different societies. Therefore, the present study aims to examine the place of critical thinking in postmodern educational ideas. A descriptive-analytical method has been used to achieve this goal. The scope of the research was all the documents and sources related to post-modernism, and the analysis and investigation were carried out in a targeted and selective manner until the theoretical saturation was reached, and the data collection was done in the form of documents. The research results show that postmodernists emphasize critical and democratic citizen training in educational goals and critical dialogue in teaching methods. From their point of view, learning is collaborative the relationship between teacher and student is horizontal, and the curriculum includes issues related to knowledge and power, identity, cultural politics, social criticism, and rereading of texts and narratives.

Caring thinking is the ability to communicate between thought and emotion and encourages a person to build a reflective value system to judge things with love. Therefore, the present study was conducted with the aim of investigating the level of attention paid to the components of care thinking in the intended curriculum content of the elementary school with an emphasis on Lippman's point of view. The method of this descriptive research is content analysis, in such a way that after specifying the desired components as the criteria of analysis and determining each paragraph as the unit of analysis, according to William Rumi's method, Chi test Two and Shannon entropy were used for analysis. The statistical population of this research is the primary school textbooks and the examined sample is the sixth grade thinking and research book, which was selected purposefully. According to the engagement coefficient obtained, it can be stated that the level of attention of the sixth grade thinking and research book to the components of caring thinking is relatively favorable. . The results also show that the highest information load and importance factor are related to the components of active thinking and the lowest are related to emotional thinking. Considering the findings of the present study, it is necessary to review the content of the book of thinking and research in order to pay more attention to the components and indicators that are less considered in caring thinking.

So far, various theories have been proposed in the field of flourishing, among which the multidimensional model of Perma flourishing is of great importance from Seligman's point of view. In this regard, people who have a high level of prosperity perform well emotionally and functionally in personal and social life and are far from any mental illness. Therefore, the present study was conducted with the aim of analyzing the sky gift books of elementary school in relation to the components of flourishing with emphasis on Seligman's view. The method of the present study is content analysis, so that after identifying the desired components as criteria for analysis and determining each paragraph as a unit of analysis, using the method of William Rumi, to analyze the data paid. Chi-square test was also used to determine the good fit of the components in the mentioned content. The documents analyzed in this study were elementary school gift books and the volume of the community and the research sample are the same. According to the coefficient of conflict (ISE = 0.74) obtained from the content under study, it can be stated that the level of attention of elementary school gift books to the components of flourishing, to the desired level and actively Is. Also, the result of Chi-square test (Sig: 0.000, Chi-Square: 67.984a) showed that there is a significant difference between the components of perma blossom.

Today, one of the important axes of community health assessment, which plays an important role in ensuring the dynamism and efficiency of society, is Social Wellbeing. Therefore, the purpose of this study is to review the book Family Management and Lifestyle of Twelfth Grade Girls in Secondary School based on the components of Social Wellbeing from Keys' point of view. The method of this descriptive research is content analysis, and the information society includes a volume of high school textbook in the academic year 2020-2021, and the research tool is the content analysis form according to the components of Social Wellbeing from Keys' point of view. In this way, after identifying the unit of analysis and the desired components as the criteria for analysis, the book has been analyzed using the technique of William Romy. Considering the involvement coefficients (ISE = 0.8) obtained from the content of the book, it can be said that the level of attention of family management book and lifestyle of 12th grade girls in the second year of high school to the components of Social Wellbeing is lower than average (an involvement coefficient below 1), and are semi-active, requiring major revision and editing. In addition, chi-square test has been used to determine the distribution of components in the content of the book. The results of Chi-square test (Sig: 0.147, Chi-Square: 6.790a) show that the book's attention to the components of Social Wellbeing is significantly balanced. Also in the mentioned book, the component of participation with 11.3% has had the highest frequency and the component of cohesion with 7.43% have had the lowest frequency in the components of Social Wellbeing.

The aim of the present study is to investigate the components of philosophical thinking in the book Family Management and Lifestyle (especially for girls) in the twelfth grade of the second year of high school. The method of this descriptive research is content analysis and the information society including a volume of the second year high school textbook in the academic year 1399-1400 and the research tool of the content analysis form according to the criteria of philosophical thinking Component) is. In this way, after identifying the unit of analysis and the desired components as criteria for analysis, the book was analyzed using the technique of William Rumi. In addition, chi-square test was used to determine the distribution of components in the content of the book. According to the analysis of conflict coefficient (ISE = 0.94) obtained from the content of the book, it can be stated that the attention of the family management and lifestyle book (for girls) of the twelfth grade of the second year of high school to the components of thinking Philosophically, it is relatively desirable (engagement coefficient less than 1) and semi-active. Also, the result of Chi-square test (Sig: 0.006, Chi-Square: 26.316) showed that the distribution of components in the book is significantly unbalanced. So that the cognition component with 5.36% frequency has the highest frequency and the decentralization component with 2.42% frequency has the lowest frequency in the components of philosophical thinking.

The purpose of this study was to examine the components of peace in the text of elementary school reading textbooks. The method used in this research was exploratory sequential mixed methods design. In this way, after identifying the components of peace in the qualitative section as criteria for analysis and determining the paragraphs of each lesson as a unit of analysis, the method of William Rumi was used in the quantitative section to analyze the content of the text of the reading textbooks. Also, in the qualitative part, the audit trail method was used to measure credibility. In addition, in the quantitative part, the inter-rater reliability was calculated .83, which was significant at the level of .001. The results in the quantitative part showed that the level of attention of each book to the components of peace is lower than the average (involvement coefficient is less than 1). Accordingly, the books need fundamental revisions regarding attendance to peace and its basic components. In addition, the level of attention of the books to the components is not balanced, and among these, the component of compassion has the highest frequency and justice has the lowest frequency.

The purpose of this study is to investigate the level of Ryff’s six-model of psycological well-being in social studies textbooks of elementray schools. The method of this descriptive research is content analysis. The informative community of this research includes four volumes of elementary school textbooks which were taught in the academic year of (2009-2010). The tools of this research are the content analysis form according to the Ryff’s six-model of psycological well-being scale. After identifying the desired models as criteria of analysis and determining the clause, questions and pictures of each lesson of the textbooks were used to analyze the content of the text, questions and images of the books by using the technique of William Rumi. The results showed that the level of paying attention to the Ryff ‘s six-model of psycological well-being in social studies textbooks of elementary schools was lower than the average. ( engagement coefficient less than 1) In terms of paying more attention to Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools need to be fundamentally revised and edited. Among the mentioned textbooks, the third grade social studies book with a conflict coefficient of 0.52 has the lowest engagement coefficient and the sixth grade social studies textbook with 0.83 has the highest engagement coefficient. In addition, the level of paying attention to the Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools is not balanced.

schools are only They do not have the task of transferring content to students, but they can use a curriculum specialist to create a program Which is designed to improve the quality of life and well-being of the students. This paper is a descriptive- An analysis seeks to answer these two questions, firstly, what is an analysis of the ability of schools to address There is a category of well-being and those who have studied in this field what are the components for welfare. Have defined? Second, in the current state of our society, the need for welfare education in the curriculum of the educational system What is our primary country? The results of this research show that personal, social, educational, Cultural and ... In our country, it is necessary to use the components that are used by the experts for the well-being There is another definition of the position of schools to accomplish this and by believing in the role that Schools are well-educated, curricula are designed and implemented in such a way as to provide field- Provide the necessary welfare for learners and achieve this in their lives.

the aim of this study is studying the philosophy of storytelling on the growth of creativity, innovation and the identity of پیش دبستان children. for this purpose, within the framework of the documentary - analytic research method, 50 children of pre - school children in city were included in the study. the research design was a pre - test - test type. to collect data from a standard questionnaire, the creative and childrens identity questionnaire was used. After doing a pre - test, the storytelling program was implemented for six minutes and was completed at the end of. the results showed that creativity of all آزمودنی ها has been increased at the end of the storytelling programme. also, a significant difference was observed between the mean and pre - test scores and the growth of child identity. the results showed that there is no significant correlation between the work of mothers and the creativity of children; but there is a significant difference between the work of mothers and the growth of children. there was also significant correlation between the economic status of the family and the creativity of children; but there was no significant difference between family economic status and child identity.