mohammadhassan mirzamohammadi

This research examines the concept, dimensions, and components of sexual education from the perspective of the Qur'an and Islamic narrations. The objective of the study is to identify the various components of sexual education within these religious sources and analyze their impact on the individual and social behaviors of Muslims. The research method is based on content analysis of Qur'anic verses and narrations, demonstrating that sexual education in Islam is divided into three main dimensions: physical, psychological, and ethical. In the physical dimension, there is an emphasis on awareness of bodily changes and their management. The psychological dimension stresses the importance of emotion regulation and self-esteem enhancement. The ethical dimension emphasizes adherence to religious boundaries, chastity, and respect for others' rights. The results of this study indicate that Islamic sexual education is not limited to physical and psychological education but also plays a significant role in moral and social training. Accordingly, Islamic sexual education is a comprehensive and multi-dimensional approach aimed at preparing individuals for a healthy and balanced life in society.

Iranian painting, as a cultural heritage and a symbolic and spiritual asset, requires effective and appropriate educational conditions. This research aims to examine the role of miniature painting in the higher education of traditional arts, evaluate the challenges facing the miniature painting course, and propose solutions for its enhancement within the undergraduate curriculum of handicrafts.   The authors have employed a comparative approach to analyze this course alongside others within the higher education system, enriching the findings. The summary of these findings indicates that the current state of the miniature painting course is inadequate for several reasons. These include a mismatch between the allocated time and the course objectives, overly extensive content that combines both illumination and miniature painting, a lack of emphasis on the crucial topic of design, weaknesses in course description writing, and misaligned assessment methods with the course goals.  Another significant issue is the excessive parallel efforts that separate miniature painting and illumination from handicrafts, along with the overall low priority of this course in the undergraduate handicrafts curriculum. To address these shortcomings, the research presents suggestions and solutions for improving the course or potentially replacing it with a more suitable option that aligns with the program's objectives. These recommendations are structured coherently as a revised course description and a preliminary proposal.Research Objectives: To identify the challenges of miniature painting education in the undergraduate handicrafts curriculum.To propose solutions and recommendations for enhancing the current situation.Research Questions:What are the strengths, weaknesses, and inefficiencies of the miniature painting course in the undergraduate handicrafts curriculum (according to the guidelines of the Ministry of Science, Research, and Technology)?What suggestions and solutions can improve the current state of miniature painting education in the undergraduate handicrafts curriculum?

This research was conducted with the aim of analysis of magical realism in the Meta-modernism approach and looking for its educational implications in intellectual inquiry and empathy. The main components of Meta-modernism include oscillation, magical realism, neo-romanticism, "As If" thinking and pragmatism. Although the use of magical realism predates Meta-modernism, this literary genre is now associated with neo-romanticism and Meta-modernism. Literary approach, as a mixture of imagination and reality, is considered as one of the effective components of Meta-modernism. Considering the importance of this component, this research has analyzed magical realism in this approach in order to provide its implications for education. The method of this research is of qualitative type and its library studies are conducted using content analysis in relation to the relevant and accessible documents and articles. The result of this research shows that magical realism can significantly help learners in intellectual growth, critical thinking, intellectual inquiry, empathy, intercultural sensitivity, and a deeper understanding of complex issues

The purpose of this research is to compare the basic concepts of Descartes' and Gadamer's thought and to deduce its implications in education. The research has three questions; What are the basic concepts in the thought of Descartes and Gadamer? What criticism do each of the two thinkers have on other basic concepts? And what implications does Descartes' thought and Gadamer's hermeneutics have for education? To answer these questions, the method of conceptual analysis, comparative criticism and inference was used and it was determined that: method, science, substance, human, idea and metaphysics are the basic concepts of Descartes' thought and method, consciousness, tradition, experience and understanding are concepts. They are fundamental in Gadamer's thought. It was also stated that Descartes' method was based on the principles of objectivism and Gadamer's concepts based on philosophical hermeneutics. Therefore, considering that according to Descartes, the method of mathematics is a method that has all the advantages and benefits of logic, algebra and geometry and at the same time, is free from their disadvantages, this component is with the components of consciousness and experience of Gadamer's thought. It was criticized and since Gadamer emphasizes on the pre-structures of understanding and he believes that the search for understanding without presuppositions is futile, this component of Gadamer was criticized with the components of man and metaphysics of Descartes' thought and finally the component of Gadamer's tradition Descartes' idea was criticized with the essential components. Descartes, the philosopher and mathematician of the 17th century, put the foundation of doubt in everything and discovered a method for scientific reasoning and adjusting skeptical arguments and led to the aging of a philosophical system; Therefore, he has been considered the pioneer of western modernity. On the other hand, the axis of Gadamer's thought is "understanding" and its constituent elements, and he claims a new narrative of understanding; Gadamer considers a set of elements necessary for understanding, the observance of which makes understanding more reflective. He bridges from method to "insight" and prefers philosophical and reflective "insight" to explanatory and precise "method". Also, the findings indicated that science, method, understanding, history, tradition and human are among the educational implications of the thought of the two thinkers and since Cartesian science is based on certainty and Gadamerian science is based on interpretation. By combining these two approaches, it is possible to achieve a definition of the science of education that is both objective and interpretive. It is also possible to use both Cartesian objective methods and interpretive teaching-learning methods, and by combining these two methods, an objective-subjective method can be achieved. Regarding the concept of understanding, Descartes had an objective view on the subject of understanding and Gadamer believes in an interpretive understanding of understanding, so pairing these interpretations of understanding can lead to an interpretive-objective understanding of understanding. It should be mentioned that it is possible to base the methods of education by using scientific rules and find an answer to common unknowns in the field of teaching and learning with the help of philosophical concepts. At the same time, we should express hypotheses about new educational methods and test these hypotheses and use the experiences gained to achieve a comprehensive solution. In general, by combining the concepts of these two thinkers, it is possible to look at the human being both as a basis and as a medium in education and to achieve a unified approach based on "objectivity-interpretation".

This study examines and designs a theoretical model for sexual education within the educational system of the Islamic Republic of Iran. The primary goal is to create a coherent framework for sexual education that, while maintaining Islamic principles, responds to the social and cultural needs of the society. The research methodology is based on the prevailing paradigms in the field of educational studies. In the first phase, a content analysis of key policy documents, including the "Fundamental Transformation Document of Education," the "National Document," and the "20-Year Vision Document," was conducted. To assess the current status of the sexual education curriculum, synthesis research and content analysis of documents were utilized. Data were collected from national databases, and the reliability of coding was examined using Cohen’s Kappa coefficient formula. The document analysis results indicate the necessity for designing a comprehensive model for sexual education, which includes components such as familiarity with puberty, reinforcement of sexual identity, and life skills education. Additionally, the findings revealed that many of the current educational programs do not adequately meet students' real needs. The proposed model can serve as an effective framework for improving sexual education in Iran's educational system. The implementation of this model requires collaboration between educational institutions, families, and the community to achieve educational objectives.

The main purpose of this research is to comparatively analyze the Educational philosophy of Iran, the United States, France, and Turkey, to give a deeper understanding of each, and propose suggestions to educational thinkers of Iran.The research method of this research is document analysis, which is done by analyzing the national and international documents of these countries. Afterward, comparison steps were done by Bereday's four-stage approach. Results show that Iran is the only country among the selected countries which has a well-ordered educational philosophy document. The key element of Iran’s educational philosophy is the monotheistic religion of Islam, and principles and goals are specified following it. In contrast, there are no key religious elements in the educational philosophy of other countries, and the base of each country are democracy, liberty, and secularism. One of the key similarities in the definition of education and the most important difference is the key elements in the educational philosophy of each country, which is Islam in Iran and liberalism in other countries. Discussion and Iran has more clear documents than other countries, that their documents' are followed by constitutional laws. Considering the inspiration of these three countries from their laws and short-term structure of them, their documents are more practical than Iran's documents.Keywords: Comparative Studies, Philosophy of Education, National Education Documents, Theoretical Principles of the fundamental change document in education, US educational philosophy, France educational philosophy, Turkey educational philosophy

Moral education of Muslims is one of the basic goals of Quranic and Hadith teachings. Extracting these teachings and explaining them in a methodical way in the form of principles and methods of moral education provides the basis for the knowledge of the moral system in Islam. Among the narratives of Imams (as) and the narratives left by Imam Riḍā (as), there are many statements and reports on the subject of ethics. This research, using a descriptive and analytical method, seeks to answer the question, what are the principles and methods of moral education in the narratives of Imam Riḍā (as)? To answer the research question, his hadiths were extracted, categorized and analyzed. The research findings indicate that the principles of moral education are: Change in outward behavior, inner transformation, continuity and protection of action, modification of conditions, responsibility, grooming, grace, justice, dignity and wisdom. The realization of these principles, methods such as indoctrination to the self, imposing on the self, giving insight, calling to faith, creating duties, reckoning with self, contextualization, change of position, pattern making, facing the consequences of actions, incitement of faith, troubles and trials, beautifying the appearance, embellishment of speech, repentance, evangelize, exaggeration in reward, task as much as possible, warning, punishment in the amount of the fault, neglect, cleanliness and purity of the soul, teaching the wisdom have been identified as a method of getting rid of and treating vices.

The purpose of study was to analyze and critique the principles of educational liberalism and educational neoliberalism in order to present a new concept (synthesis). The research method was comparatively qualitative and methods of data collection and analysis were documentary and conceptual analysis respectively. The first findings focus on critique of educational liberalism and include issues such as mere attention to elitism, lack of attention to the needs and interests of learners, training entrepreneurs, and developing skills for learners. Other finding of study is the critique of educational neoliberalism due to monopolistic individualism, preference for capitalist ethics, and commercialization of education. Re-conceptualizing (Synthesis) of educational foundations of these two philosophical schools led to the presentation of combined principles, such as internal-external freedom, human-economic wisdom, excellence-centered & welfare – axis life, theoretical- practical sciences, knowledge-oriented /professional-oriented education, value-driven & life - centered training and public-elite education. The important point is that reconceptualization can be considered hierarchically and this uneven interaction can be arranged like Maslow’s pyramid. In this pyramid, the foundations of educational neoliberalism are at the base of the pyramid (low level needs) and the foundations of educational liberalism (high level needs) are at the top of the pyramid.

Education has always been one of the main priorities in the sustainable development infrastructure in the world, and the efficiency of educational content in training knowledgeable people from those who are under training is always one of the ultimate goals of any educational system. The current priorities also exist in Iran, which are mentioned in the above documents. One of the important factors that can play a key role in cultural development and its continuity, is research in the field of testing and optimizing education. In today's world, efficient higher education is considered as the most basic and most important pillar of economic, social and cultural development, and no change in society will take place without paying special attention to the role of the education system. With the rapid development of work and life skills in the contemporary conditions, the education system of any society needs to be improved quantitatively and qualitatively.One of the important goals and tasks of the higher education system in any country is to train knowledgeable and efficient manpower that is required by society. Universities today must train graduates with the skills to be able to take important roles in this age of learning. Curriculum design and its revision is a purposeful, progressive, and systematic process for making positive improvements in the higher education system. Accordingly, having a suitable and working curriculum has become a valuable national asset;Curricula, as one of the most important elements of higher education, have a special place in the efficiency and effectiveness of education and, consequently, the development of capable graduates, because it is according to this program that countries can achieve their human assets. As a standard, to optimize the implemented curriculum, it is necessary to go through three coherent steps. The first is the assessment and pathology of the current state of the program. The second stage is to draw the desired situation from a professional perspective, and the final stage is to provide strategic suggestions for strengthening and optimization of the plan and curriculum. In this research, an attempt was made to analyze the status of the bachelor's degree in Islamic art with an emphasis on the entrepreneurial perspective.The components of entrepreneurship education for development are a fundamental issue that has been considered and studied by countries around the world and according to this consideration, it has been revealed that the components of entrepreneurship are often acquired and not hereditary. Entrepreneurial features and characteristics should be used to improve the economic, political and cultural arenas, which provide various factors for this cultural context for individuals. One of the most important aspects of this academic context is close and careful analysis of this curriculum’s efficiency. Evidently this research needs to select one specific field with enough research potential.Islamic art is selected, due to its deep connection with the history, civilization, culture, and identity of Islamic Iran, has a distinct place. Currently, this field is active for both undergraduate and graduate levels. The bachelor's degree in Islamic art has been established since 2005 to educate committed, capable and productive people to enhance the quality and quantity of original Iranian-Islamic art and culture. This field has several potential capacities in line with knowledge, insight, and skills. Consequently, it can be considered as a principal discipline in cultural, economic, and social development. In spite of the countless advantages of this field and regarding the fact that more than a decade has passed since its establishment, less research has been conducted methodically and accurately to assess the effectiveness of the curriculum and the subject of Islamic art and provide an effective model in line with its optimization. Then, it is essential to assess the effectiveness of the curriculum and the subject of this field regarding cultural, economic, and social developments at the national and international levels and to provide scientific and executive solutions. The current study aims to evaluate and optimize a bachelor's degree in Islamic art from an entrepreneurial perspective. The main research question consists of two parts. First, at what level are the four pillars of purpose, content, teaching, and evaluation are assessed in Islamic art with an emphasis on the components of entrepreneurship? Via the capacities in the field of entrepreneurship and interdisciplinary perspective, what is the structure and components of the optimization model of the curriculum and Islamic art?In terms of purpose, the current study is of developmental studies. This means that, with an emphasis on entrepreneurship, the results can be used for the efficient development of higher education in Islamic art.  Methodologically, regarding the interdisciplinary and multidimensional nature of the research, a mixture of descriptive-survey and descriptive-analytical methods have been used to attain the goals and answer the questions. The most significant tool for collecting information in the field was the questionnaire. In this paper, a researcher-made questionnaire has been used to better fit the subject. Construct and content validity of the questionnaire was confirmed by the Delphi method and its reliability was confirmed based on Cronbach's alpha. Questionnaire items were compiled via Delphi method and experts, a meta-analysis of valid researches and qualitative findings as well as analysis of the components of appropriate standard questionnaires. According to the headings, the questionnaire is based on four main sections, including purpose, content, teaching, and evaluation. The research experts’ community includes university professors, experts with a first and second degree in art and other specialists in the field of Islamic art education and higher art education, and the field of educational sciences with a focus on curriculum and entrepreneurship, economics and entrepreneurship education. The leading method of questionnaire results analysis was done using descriptive statistical methods including mean, median, and standard deviation. The findings of the documentary analysis, meta-analysis, and content analysis have been qualitatively analyzed. A summary of the research findings reveals that among the four pillars of purpose, content, teaching, and evaluation, the content dimension with an average of 53 had the lowest score and the teaching dimension with an average of 69 had the highest score compared to other sections. It should be mentioned that according to the standard questionnaire and experts’ opinions, more than 66% of the items in the purpose section, more than 90% of the content items, more than 45% of the teaching items, and finally more than 60% of the evaluation items are evaluated below average (weak). Consequently, while approving the research hypothesis, the findings emphasize the need to optimize the subject of Islamic art with an emphasis on entrepreneurship and interdisciplinary perspective. The suggested optimal model with nine main elements including necessity, purpose, content, comprehensive, learning process, teaching, learning environment, teacher, and evaluation was developed and accepted by experts. The leading features in the development of the components include: increasing interdisciplinary and transdisciplinary viewpoints, developing the entrepreneurial context in Islamic arts, consolidating and improving the university's relationship with other educational centers, using new educational contexts, benefiting from successful domestic and foreign experiences, and other components with an emphasis on the promotion of effectiveness and optimization of the curriculum and the rubric of Islamic art. The stated model, if established and implemented, can be fruitful in optimizing the Islamic art education system based on the continuous evaluation system.

Quality assessment is one of the most common reforms of higher education in different countries of the world, which has been expanding especially since the 1990s and under the influence of Neoliberalism. The purpose of this quality assessment was to make university accountable and transparent, and thus improve the quality of the university as a market-oriented institution. In recent years, these market-oriented reforms have prevailed in different countries of the world and their footprint can also be seen in the higher education of Iran. The purpose of the present research was to study quality assessment with a critical and philosophical perspective. To achieve this goal, conceptual analysis, qualitative content analysis and inferential method were used. First, an attempt was made to analyze quality assessment as a concept and to examine its anthropological foundations. The next step was to analyze the market-based quality assessment and related reforms in the supporting documents of Iranian higher education, and finally the compatibility of anthropological foundations of market-oriented quality assessment with the Islamic perspective has been studied. The findings of this study indicate that quality assessment in the core of marketisation relies on the anthropological foundations of Neoliberalism and especially homo economicus model. This model account man as a self-interested, utility-maximizer, and competitive being. From this point of view, economic rationality is the supreme model for all rational activity and should be guide of all other human activities. Marketisation is the result of the idea that its goal is to manage institutions such as universities in a market-oriented way, which is interpreted as New Public Management (NPM). Therefore, market-oriented quality assessment tries to evaluate the quality of the university in a way similar to commercial companies and to make the university transparent and responsive to the needs of customers. Thus in these model universities, for funding, have to compete with other universities and higher institutions in competitive higher education markets. Therefore, the student is a customer of knowledge and educational services, and the university attracts her/him through marketing and offers her/him the knowledge as a commodity. In higher education markets, economic rationality and cost-benefit logic control and regulate all relationship and process includes quality assessment. Examination of Iranian higher education support documents indicates the impact of the NPM and market-based quality assessment. In these documents, market-oriented reforms are accepted as one of the necessities of modernizing the university, which the university must accept them for transformation. In these documents, an attempt has been made to intertwine market-oriented reforms with Islamic-Iranian goals. Competitiveness of universities, uncontrolled development of privatization, development of commercialization logic, and market-based quality assessment in universities are examples of market-oriented reforms considered in Iran's higher education supporting documents. Of course, market-oriented reforms in Iran can be considered as a kind of quasi-Neoliberalism that, although it has retained some basic principles of Neoliberalism, but in the cultural context of Iranian higher education, it has taken a different form and has created new damages.  These reforms further seek to make the university financially independent from state funding, but at the same time increase the government's indirect control over the university by new methods of quality assessment. The commodification of knowledge, the student as a customer, the evaluation of quality on the basis of quantity and the production of objective results, coercive accountability and the resulting moral model have important cultural and philosophical meanings that have been severely criticized in the Islamic view. Market-oriented quality assessment leads to a kind of prformativity and quantification, and its result is a kind of academic ethics based on cost-benefit logic. In this view, knowledge, educational services and educational relations are evaluated based on the profitability. In this view, the religious and traditional conception of knowledge as a path to perfection and the moral values based on it are seriously questioned. At a market-oriented university, a university professor is a knowledge provider, and his value depends on the extent of his educational services and customer satisfaction.

Today, evaluation is an integral part of the teaching-learning process and it is mainly used to guide and improve the performance of teachers as well as to overcome existing educational barriers for learners. In this regard, the present study aimed to analyze the professional competencies of faculty members in the field of evaluating the academic achievement.

The research method is descriptive survey. The statistical community consisted of all faculty members of Shahed University in the academic year of 2019-2020 that were located in four faculties of humanities, engineering and basic sciences and agriculture. 92 of them were selected using quota random sampling method. Research tool was a valid and reliable researcher-made questionnaire. Data were analyzed using one-sample t-test, two-way t-test, and analysis of variance through SPSS version 23.

The results of statistical analysis showed that the professional competencies of the faculty members in the early stage evaluation (with a mean of 3.88 and standard deviation 0.457) were above average. Moreover, they were high in the developmental stage (with a mean of 4.28 and standard deviation (0.399) and at the final stage (mean of 4.31 and standard deviation of 0.404). There was no significant difference between the respondents’ opinions in terms of gender (P = 0.807), faculty (P = 0.417) and teaching experience (P = 0.965) at the level of P <0.05.

In order to accurately evaluate the evaluation of academic achievement, the professors of Shahed University should be more empowered in the field of necessary knowledge and skills, including assessing the needs of students in presenting course titles and paying attention to the special conditions of students.

The purpose of this study was to analyze the dimensions of teacher creativity in philosophy for teachers from the perspective of p4c implementers, which was done by descriptive-survey method. The statistical population of the study included all students, teachers and professors active in the field of philosophy for children in Tehran universities, 143 of whom were selected using the Cochran's formula and cluster random sampling and their views on the dimensions of teacher creativity in The philosophy program for teachers was reviewed. A researcher-made questionnaire based on research background is one of the most important tools. The data of this research is collected and its validity was confirmed by professors and experts in this field with a figure of 81 Also, in order to check the reliability, this questionnaire was given to some facilitators and the number 91was obtained, which was an acceptable number. However, to complete the research process, the interview method was used and in order to analyze the research data, analysis A factor was exploited. The results showed that the dimensions of teachers' creativity in the philosophy program for teachers or (p4T) are classified into five dimensions. The first factor is 11.90% of the variance. The motivational dimension was teacher creativity and in general the first factor with other factors such as cognitive, social, emotional and personality explained 51.88% of the variance. motivational dimension was teacher creativity and the first factor together with other factors such as cognitive, social, emotional and personality explained 51.08% of the variance.

The purpose of this study is to investigate the possibility of using the book "True Story" to strengthen children's thinking. To achieve this goal, the method of qualitative content analysis in four stages of "open coding", "grouping", "categorization" and "discovery of abstraction" has been used.      In general, the findings of the present study show that the book of true stories can be considered as a content to strengthen children's thinking. On the other hand, considering that the philosophy program for children is known as one of the important programs for strengthening children's thinking, the philosophical themes of the book can be matched with all approaches of the philosophy program (process, content, connection of philosophy with literature and attention to culture) for children.Also, according to the subject of the stories, one can search for the characteristics of the P4C (philosophy for children) story. These features are sometimes more vivid and sometimes less so in true storytelling. In the end, it is concluded that students 'familiarity with the main principles of these stories, such as innocence, wisdom and physical knowledge of the Imams (AS) - which is tied to the  eachings of Islamic knowledge in students' textbooks - can provide a better understanding of new stories by the reader. Provide help from indigenous stories to strengthen children's thinking.

The main purpose of this study was to determine the injuries harms of comparative studies research in the field of philosophy of education, an emphasis on research examples in Iran. For achieving this aim, the analytical method (conceptual, documental, and comparative) has been used. I argued that comparative studies in the philosophy of education categorized into three categories in relevance to the nature of comparative studies, the researcher, and the comparative situation. The challenges of the nature of comparison are related to the familiarity comparative approach and method, language, and sources. The problems with the second one are acceleration, simplifying simplification, intolerance. And the challenges of the comparative situation are ignorance of time and place and culture. 

Cancer is the fourth most common chronic disease that has a negative effect on patients’ normal life and mental health. Therefore, the present study aimed to investigate the effectiveness of life skills training with Quranic approach on negative emotions, the quality of life and orientation toward life in patients afflicted by Breast Cancer in Tehran.

This was a quasi-experimental study with a pretest-posttest and control group design. The statistical population included all women with breast cancer selected from those referring to Kasra hospital in Tehran. Based on the specified criteria for inclusion in the study and DASS, WHOQ-26 and LOT-R, life quality and orientation to life, patients with the highest scores were selected by convenience sampling and randomly assigned to experimental and control groups (n1=n2=15). The experimental group received eight 60-minute sessions of therapeutic intervention one session a week, while the control group received no intervention. The collected data was analyzed by descriptive statistics and multivariate analysis of covariance (MANCOVA). In this study, all the ethical considerations have been observed and no conflict of interest was reported by the authors.

The results of the study showed that there was a significant difference between the experimental and control groups in reducing the negative emotions such as anxiety, depression and stress (P<0.05). The results further showed that there was a significant difference in quality of life scores and life orientation between the two groups (P<0.05).

Life skills training based on the Holy Quran combined with standard medical care had a beneficial effect on the psychological indicators and health of cancer patients and decreased their negative emotions.

The purpose of this study is to investigate and compare the literary backgrounds of the formation of Paideia in ancient Greece and the implications of doctrinal and educational teachings in the ancient Persia. The main sources are Iliad, Odyssey and Shahname which are studied by the method of analysis (conceptual, documentary, and comparative). At first, the concepts, backgrounds, types and fields of the formation of Paideia in Greece and educational teachings in Persia were examined in terms of physical, artistic, moral, and intellectual dimensions. Then, commonalities and differences between them were extracted. In terms of commonalities, the epic aspects overcome other literary genres. As well, in both cultures, allegory was used in education. In the physical dimension, in the literature of the both cultures, a transcendent human was conceived in terms of a healthy body and a pure spirit. In the moral dimension, humane teachings and examples of chivalry and high ethics were introduced through the stories and epic poems. In the intellectual dimension of the ancient Persia, wisdom was given great importance. In the Greek literature too, the topic of rationality and its ramifications were at issue. This rationality is expressed in terms of the cultural and educational contexts of the two nations, as in Shahnameh, the most significant signs of wisdom are brief and meaningful talk. In the Greek Paideia, the effects of this wisdom are expressed in philosophy. Integrating wisdom and tolerance with people, valuable work, justice, the balance in behavior and life through wisdom are of common aspects in the both cultures. In terms of difference, in the Greek literature, components are more detailed and more functional, and myths are more individualized, while in Persia there were more general teachings and collective myths. In the artistic aspect, we see wider concepts in Persian literature compared to the Greek culture.

The purpose of this study was to explain the characteristics of the teacher in the education documents of the country and to criticize it using the votes of martyr Sani. The methods used in this study included document analysis and critical analysis. Accordingly, teacher characteristics have been extracted and formulated by first analyzing the important educational documents of the country. Then, by analyzing the works of Martyr Sani (especially the book of Maniem al-Meredith) these features were studied and extracted in their ideas and thoughts. Finally, critique of the martyr's views on teacher characteristics has been criticized in the documents. The research findings show that some of the features of the teacher are in harmony with the martyr's documents, some of the features of the martyr have not been considered in the documents, and finally some of the features in the documents have not been seen in the martyr's views . Due to the implementation of the document of fundamental transformation of education and establishment of Farhangian University in the country, the use of martyr Sani's view of teachers and students can turn the teacher into the first issue of the country's educational system.

The purpose of this study was to recognize the educational implications of Imam Reza (AS) and their application in the present era, which was done by documentary analysis. The statistical society included all the resources and references related to the subject matter of the research, in addition, sampling was not done in the research, and all available sources and references, including books, articles and research reports were reviewed. The research tools were notes taken from available resources and the obtained data were qualitatively analyzed. With regard to life style and educational implications of Imam Reza (AS) for correct education and exposure to the features of the present era, the findings and results of the present study have been extracted and explained.in the form of applications of moral education, religious education, emotional education and social education of Imam Reza (AS).

Given that, in the 21st century, the elderly population is rapidly rising, especially in developing countries, it is crucial to pay due attention to their physical and mental needs. Thus, the aim of this study is to examine the predictive power of self-compassion, spirituality, and Islamic lifestyle on seniors’ loneliness.
A descriptive, correlational design was adopted in this research. The study population consisted of all male seniors in Kermanshah, while the sample included 280 participants who were randomly selected. They completed Loneliness Questionnaires, Self-Compassion Scale (SCS), Spiritual Well-Being Scale (SWBS), and Islamic Lifestyle (ILST). The collected data were analyzed through descriptive statistics, Pearson correlation, and regression. All ethical issues were observed in the study and the authors declared to conflict of interests.
The results indicated that the absolute magnitude of correlation coefficients ranged from -0.56 to -0.65. Loneliness had a significant, negative relationship with self-compassion, spirituality, and Islamic lifestyle (P According to the results, one can say that those who have higher levels self-compassion and spirituality, and follow an Islamic lifestyle are in a considerably better condition in terms of their health indicators.

Using an analytical and documentary method, the present study seeks to analyze and criticize the educational viewpoints of Noddings from the perspective of Islamic education. The results show that the most important philosophical foundations of Noddings include emotionalism, existentialism, phenomenology and feminism. Educational objectives include a combination of educational experiences and values such as love of learning, kindness, self-respect and training democratic citizens. To Noddings, fundamentalism is not accepted in compassion and the educational methods that advocate modeling, dialogue, and action can be verified. Despite the good views that exist in the philosophical and educational ideas of Nel Noddings, based on Islamic education, her educational ideas have some weaknesses including disregard for the external sources of sanctity in educational objectives, feminism in education, regarding affection as the basic criterion for education, neglecting the other effective tools in education, relativism, neglecting the role of standards and principles in education, neglecting the internal factors in education, following pragmatism as the basis for her ideas , neglecting the substantial role of teacher in the teaching-learning process and the role of punishment in education.

The aim of this research is to extract and introduce the accomplishments of paideia for education in the era of globalization. Three questions have been formulated to study the problem: A) What are the characteristics of paideia in Greek philosophy? B) What are the challenges of education in the age of globalization? C) What are the outcomes of return to paideia for education in the age of globalization? Conceptual analysis and conceptual interpretation were used in this study. The findings of the research show that among different approaches to the paideia in the Greek philosophy, Socratic/Platonic paideia can have significant advantages for education in the age of globalization. Globalization has created some challenges for education, including marketization of knowledge, rendering knowledge value-free, extremism in professionalism and specialization, moving towards uniformity and standardization of various factors of education. Returning back to paideia can offer a suitable solution to every challenge of globalization in the field of education. Some of these solutions are: pivotal role for values, turning to true knowledge, emphasis on free education, attention to public education, focusing on different forms of knowledge, emphasis on multidisciplinary curriculum, and heeding cultural diversity and understanding of different civilizations.

The present study aimed to compare the perspective of Farabi and Newman on the science, and using the method of analytical descriptive-"comparative analysis" is done. Accordingly, in the first of two overall mastermind introduced, then research questions provided. The findings show that in general the two views can be joined to make science relevant and thoughtful, and consists of three total-look/unity-oriented, value-oriented, professional and special/-oriented '. Perspective of Farabi and Newman, having specialized in perspective directions of science, you have to look to the overall look of trivial/specialized, having to look at the value of having to believe in science, to accept the religion-based rational arguments, and having a look at the purpose of the unit is sharing. Also, the response of the breadth and scope to address the criteria, regardless of the virtues of science, and applied science to being rated is differentiating. Based on these findings, in the final part of the article, the proper education of the educational system of pattern (the University) has been suggested.

The basic aim of this research is description and deduction of principles، aims، and methods based on the epistemological foundations of Farabi in Fusus Al-Hikmah. To get this aim، the method was documentary analysis and deduction. findings show that: necessary being is aware of all contingent beings، there is a unity between the essence of God as a ultimate truth and his knowledge، necessary being is aware of both universals and particulars، God knowledge is unique and simple while others are multiple، the depth of the essence of God is not perceptible، the essence of ultimate truth is appear and his inward is relative (mental). Possibility in human episteme، are from most important features of divine knowledge. incompleteness in human episteme، graduall in human episteme، and multiplicity in human episteme most important educational principle for a wayfarer to recognize ultimate truth joining the ultimate truth، perfection of the peaceful soul، acquisition of pleasure and issuing the miraculous deeds most important educational aims for a wayfarer to recognize ultimate truth، intellectual journey for knowing the ultimate truth، mystical intuition for knowing ultimate truth which contains in its turn the abstraction from determinations، contemplating the truth of being، annihilation، in the absolute being، theoretical and practical intuition of ultimate truth، the intuition of ultimate truth in its differentiated manifestations understanding the truth and abstinence of soul most important educational methods for a wayfarer to recognize ultimate truth.

Presently, the programs of teaching philosophy to children are executed in the world in the form of one of the influential philosophical trends for transferring the concepts and skills required for philosophical thinking, observing ethics, and maintaining public order. The concepts and skills associated with public order in such programs are sometimes presented overtly and sometimes covertly through the attitudes, studies, and works related to such programs. Such attitudes and work embody certain elements of ontology, epistemology and, accordingly, the specific methodology of the societies which create them. Therefore, in order to use these programs efficiently in explaining and expanding public order from an Islamic point of view, it is initially necessary to indigenize them based on the above-mentioned criteria and Islamic insight. Using the method of content analysis, the present study concludes that the programs of teaching philosophy to children can provide appropriate models for disseminating and teaching various public order skills in the country provided that they conform with the three-fold criteria of Islamic indigenization. Here, the writers have tried to present a polished selection of public order skills based on such criteria.

The development of various aspects of human society depends on creating new ideas. Logical thinking can be subject to having his philosophical mind. Mind philosophical insights and knowledge can help the managers and employees to cope with the problems. The main goal of the research was to investigate the relationship between philosophical mindset and organizational creativity of State Management Training Center employee. The research method used was correlation. The study sample consisted of all employees in 2013, the Public Administration Training Centre, which is equal to 145. Of the population, a sample size of 110 patients were randomly selected. The study used two standard questionnaires to assess employee creativity Randsip (1979) and also philosophically minded questionnaires Mirsepasi & Soltani (1375) examined the above variables. As for inferential statistical analysis of the test data; «r» Pearson, «R» and stepwise regression were used. The philosophical dimensions of subjectivity (comprehensiveness, depth and flexibility) as a significant positive relationship with the government management innovation personnel training center were found. The result of stepwise regression showed that integration and flexibility are the best predictor for State Management Training Center staff is predictors of creativity. The findings stated that the philosophy of mind and its dimensions (recall, meditation and flexibility) in the Public Administration Training Centre staff, were more creative. After analyzing the data, it can be concluded that the integrity of philosophical thinking were more about creativity and flexibility and depth dimensions were in second and third positions.