training

Education in the Islamic era has undergone ups and downs and changes under the influence of various components. Political developments and intellectual structures of the rulers, jurisprudential, theological and philosophical thoughts are among these components. In this article, the different view of speech in the period of Al-Boyeh, the appearance and appearance of theological trends in this period have been discussed and investigated. And in it, while extracting the necessary research data from numerous and diverse historical, theological and educational sources and the logical arrangement of the tenses and their description, related analyzes are presented. In line with the title of the article, referring to the place of speech in the Al-Boye period, the causes and factors of attention to speech have been explained and the effectiveness of this attention in the education of this period has been analyzed. The result of this research shows that a series of factors including the defense of Shia religious foundations, the influence of Mu'tazila theological methods and the absence of Imam Zaman (A.S.), in this period, the word got a special place and a prominent presence in education. This prominence is evident in the tendency to use rational methods in theological opinions, the expansion of theology lessons, and the use of debate in theology education.

One of the important consequences of constitutionalism was the transformation in the education system and the establishment of schools in a new way. Constitutionalism caused the decline of traditional school-style education and the development of new schools in Gilan. This was made possible by the efforts of the intellectuals, associations and popular institutions of Gilan and the spiritual support of some knowledgeable scholars. The results of the research show that in this period, the parties, associations, newspapers of Gilan and the parliament supported the expansion of new sciences and provided the basis Education for girls and boys took valuable steps. In addition to playing an important role in consolidating the foundations of the constitutional revolution, the press with its cultural activities provided the basis for the growth of public culture by persuading and encouraging people to learn science and knowledge and promoted public culture in the Gilan region.

Many countries have tried to design a model of economic education and training to improve the level of economic knowledge of students before entering the university. In most models of economic education, the neoclassical model of rational economic behavior is promoted; A model that leads to the maximization of material profit. But the expansion of the logic of rational choice based on pleasure causes the marginalization of spirituality and ethics as two of the teachings of divine religions. This article seeks to compile the Islamic model of economic education in which spirituality and ethics play a pivotal role. Based on the findings of the research, the Islamic model of economic education seeks to strengthen moral/spiritual rationality in economic agents by using the rules and policies of Islamic economics. For example; Zakat institution is trying to cultivate the payers of this Islamic tax; This is while conventional taxes are compulsory and do not aim at spiritual and moral goals. In the model of Islamic economic education and training, paying attention to halal and good income is a strategy to strengthen spiritual rationality in economic agents. In this article, content standards are proposed for the model of Islamic economic education in which moral elements play an essential role.

Information and communication technology in opposition to moral and religious education is a challenging concept that is associated with different ideologies and prescriptive expectations. Understanding this importance, in this article, with a library approach, the explanation and relationship between moral and religious education approaches with information and communication technology was discussed. In general, the philosophical viewpoints about technology in the classroom, modernism, critical, and postmodernism, and the main approaches of moral and religious education were divided and discussed in three indoctrination, secular, and democratic approaches.

The moral and religious education approach of indoctrination was inconsistent with the philosophical view of modernism about technology, with the critical philosophical view of technology, and also this approach was inconsistent with the view of postmodernism. The approach of secular religious education was aligned with the philosophical view of modernism and inconsistent with the philosophical view of postmodernism. The approach of democratic religious education was aligned with the philosophical viewpoint of modernism regarding technology, with the critical viewpoint and the viewpoint of postmodernism. As a result, ethics, religion and technology can match and coexist with each other, because all three have attractive and stunning properties.

Allameh Mesbah's educational principles in this article are taken from his spoken and written works, which refers to a part of the teachings of the Qur'an in the field of Islamic education. This article first mentions Allameh's point of view in this field under the title of "Practical Principles of Islamic Education" and then, by searching his works, it has extracted a collection of general principles of education. Using a descriptive-analytical method this paper seeks to familiarize the audience with Allameh Mesbah's views on the principles of education. These principles are: the principle of the necessity of paying attention to human free will, the principle of continuity and endurance, the principle of prioritization, the principle of grounding in the educator, the principle of gradualism and moderation, the principle of paying attention to individual and social differences, the principle of paying attention to nature and its characteristics, the principle of the need to seize opportunities, the principle of the necessity of the educator acting upon his knowledge, the principle of the need for being responsible and balance of responsibility and ability in the educator, the principle of acceptance of laws and regulations (by instructor) and the principle of precedence of spiritual materials over material materials.

This article sought to examine the influence of the need-based approach on educating the student ethics of female teachers of Bint Al-Huda Sadr campus of Farhangian University of Guilan in the second semester 2018-2019.

This research was conducted based on a quasi-experimental method with a pre-test and post-test design with a control group.

Most human abilities go back to Wisdom and Wisdom is not obtained except by acquiring knowledge. Human personality grows and evolves in all areas of existence in the light of acquiring knowledge and cognition. For this reason, Communities whose science and education have not developed in the required disciplines and fields cannot flourish. At present, ethics is considered as one of the necessities of the country's academic community and strengthening and growing the ethics of acquiring knowledge due to its impact on our scientific behavior in the stages of education, teaching, research and scientific services, is one of the requirements of the country.

The need-based teaching method was effective on strengthening and developing the student- teacher’s ethics.

In recent months the world underwent a great changes the comprehension and adaptation of which would be challenging and difficult for children, because they are not able to comprehend the events pertaining to their life and try to protect themselves due to their dependence on their parents in different fields. If children are protected by their parents and friends, then they may be spared from any threat. Thanks to their control over their children parents by their proper behavior can assure continuously their children that coronavirus is curable and they should not be very much worry about this disease. Moreover, they can also assure their children that they can take certain effective and positive measures in crises time to save themselves and others. By protecting children, they can achieve their long term objectives and prevent them from any upcoming losses since they are the social assets and moving motor of growth and development of society.

Family is a natural and original place for children and plays an important role in their developments. As a matter of fact, internal structure of the families with respect to their environment, culture, and other social reasons are different. Moreover, the rise of certain events such as the outbreak of coronavirus disease affected the life style of the families and highlighted the training role families in confrontation with this disease which brought in its wake certain psychological and physiological outcomes. According to certain studies, coronavirus (Covid-19) disease apart from its medical, health, and economic effects, has affected family life, social relations, public activities, and spiritual, religious, and emotional life of people as well. Accordingly, the main objective of the present paper is to study the necessity of paying attention to the training role of families and their impacts on children in understanding practical concepts in coronavirus period. The method of this study is descriptive-analytic based on library sources.

The present study has used the method of qualitative content analysis to analyze international texts and research related to death. All available print and electronic sources related to the research objectives and questions were used to collect information. Data analysis was performed using the deductive classification system and in the midst of the process, first the components were counted by open coding and then the results were achieved by removing the overlap and categorizing the items. The general purpose of the research was to investigate the position of death in Rūmī's thought and existential philosophy and the implications of these two views. Results were divided into these categories: death as a truth and the most certain possibility, death as transcendence, thinking, liberation, joy, test, overcoming fear, controlling desires, and death as change and evolution. Therefore, it can be said that death is not the end of life and can be a bridge and a passage from one period of life to another. Therefore, death can be considered as a stage of life.

The concept of education and man are concomitant concepts. That is to say, wherever man begins to live, the issue of education came into being. The necessary role of education in human life is an inevitable and evident fact. The authors of the present article intend to explain the views of the two Iranian-Islamic philosophers, namely Suhrawardi and Mulla Sadra concerning the models of education. Philosophical anthropology in Suhrawardi’s philosophy enjoys an important place, and it is impossible to provide education without sufficient knowledge of man. Accordingly, in his view the first step is to attain self-knowledge. Subject gives meaning to any kind of knowledge that enters the mind. Thus knowledge is determined on the bases of certain internal intuitions and man is brought up through his rational faculty following which one can form certain pattern to contain his knowledge. Suhrawardi seeks to connect reason and gnosis so that in the light of which man can get proper education and attain the station of lordliness. But Mulla Sadra maintains that perceptual activity of the soul- directly or indirectly- begins through the senses. Soul by nature lacks any kind of knowledge. On the one hand, man can earn knowledge through confronting with objective and sensible things. On the other hand, by means of his faculty of imagination can attain the reality of the matters. It is provided that the faculty of imagination follows the right path in the light of the growth of reason and thought. Apart from his common ground with Suhrawardi, Mulla Sadra refers to his doctrine of the substantial motion according to which the soul can ascend from the lowest level to his highest substantial level. Suhrawardi’s intuitionism and Mulla Sadra’s belief in substantial motion of the soul constitutes the most important distinction between the views of these two great philosophers.

A proper and suitable moral training is a kind of force that can save man in certain tricky situations, and protect him from falling into misleading and stumbling paths. Obviously, when a work is done in its proper time and particular situation, it may yield its desirable result. Similarly, childhood period is also the best time for construction. Children are receptive to any kind of training. That is, they are eagerly ready to implement any idea and plan suggested for their training, and will not go away easily. It is very difficult to change those improper inherent moralities and characteristics in adult age. While, it is easy to lead back a child from any possible deviation that may appear before his way, and direct him towards right path. Accordingly, child age is the best period for construction and moral training. For, at this age, the mind of child has not yet found his final form and figure, and is apt to any kind of training for which parents are primarily responsible. Therefore, the present article is an attempt to shed some light on the issue of morality that primarily plays an important role in training, and then embarks upon addressing the issue of training, the way of communicating with children, pursuing stages of learning, and finally, the way of accepting the moral rules and regulations. From religious aspect, certain moral and ideological points concerning children will be explored.

 “I” or “self” is intertwined with self-consciousness in Sadrian philosophy. The emergence of “I” begins with developing an awareness of the self and then develops, grows, and attains different levels based on the same awareness. In this paper, the writers aim to explore the growth of “I” or “personality” based on Mulla Sadra’s philosophical principles. In its technical sense, “personality”, which is created in the light of training and other influential factors, is formed in the domain of the transcendent and grown “I”. This is because “I”, from the very beginning, is an individual and a particular ontological identity. However, personality, which mainly represents an individual’s voluntary attributes and features, appears at specific stages of a person’s process of development and correct intellectual education. Following a specific analytic method, the present paper examines the process of appropriate growth, which mainly takes place after puberty.  

Muslim philosophers believe that imaginal power has a special status, and plays a crucial role in all domains of human life, particularly in acquiring human perfections. It, however, requires several types of control in order to be corrected and preserved. Having an accurate knowledge of the power and its nature, and on the basis of their philosophical considerations, Muslim philosophers have provided several methods to control and train it in order to provide the ground for human perfection, although they have not dedicated a separated chapter to it in their works. The present paper seeks to gather and elaborate on these methods which have only been hinted in these works. Engaging imaginal power in external senses, controlling it by reason power, doing such activities as meditation, concentration and isolation, acquiring such virtues as truthfulness, balancing constitution, invoking and reciting Quranic verses related to controlling (sukhrah) are among these proposed methods.

Social training is considered to be one of the important aspects of training system of Islam, so benefiting from the training teachings of Islam and enjoying the sayings of Infallible Imams (a) as the available pattern, play a decisive role in socializing students in our teaching system. With regard to the importance of the subject matter, attempt has been made in this article first to give a definition of the concept of social training and its objectives such as developing the spirit of justice seeking, accountability, loving spirit, cooperation and consultation, futuristic and foresighted outlook, developing critical thinking and moral apprehension from the perspective of Imam Ali(a) and then embark on assessing whether or not philosophy for children can play an effective role in the realization of these objectives. This study is based on an analytic-descriptive method. It goes without saying that the program of teaching philosophy for children owing to its social study is considered to be one of the suitable methods which leads to the training of well aware and thoughtful people, accountable and disciplined citizens and can bring in its wake a healthy and dynamic society for life. According to the conclusions of this study, a great deal of the skills that can be strengthened through the program of teaching philosophy for children, are the skills that are based on Imam Ali’s (a) point of view and has been referred to in this article.

The present research aims at studying the challenges of religious education of students and recommends solution to improve religious education of students.
In this inquiry, Qualitative research design was used and to gather data, " general interview guide approach" was used.
In this research, "The destructive impact of satellite channels"," inappropriate use of cyberspace", "economic problems and job worries of students"," advertising inefficiently", inconsistency between words and actions of parents"," teaching theology courses by less experienced teachers"," Lack of proper interaction between the university and the Seminary", inadequate activity of the religious institutions at the university "," low participation of students in religious topics "were identified as the obstacles and damages of religious education.
The author concluded that to improve the religious education, all obstacles must be examined. lack of attention to these obstacle causes serious damage to the country's culture .In fact, rising unemployment of university graduates is the most important educational injury. It has a negative effect on the student's motivation. On the other hand the global imperialism attempts to induce ineffectiveness of religion and religious education to student's .Hence it is necessary that the authorities provide youth employment by applying the principles of resistant economy and targeted selection of students.

Following an analytic-deductive method, this paper is intended to provide a plan of the consequences of Mulla Sadra’s philosophical approach in the field of education. This plan can portray a framework and perspective of divine and religious training in the poisoned and crisis-stricken atmosphere of secular educational system before our eyes. Feeding on the source of Qur’anic revelation and traditions and synthesizing reasoning and intuition have granted a particular status to Sadrian philosophy. Mulla Sadra’s innovation with regard to posing the attached identity of the soul, while solving the secret of the relationship between the body and the soul, demonstrates the possibility of the essential change of the soul (as opposed to the changes in the accidents of the soul) and clarifies the rational necessity of training. In his plan of philosophical anthropology, the soul needs the body not only for its origination but also for the realization of its identity. The body is the realm of the appearance of the soul, the loci of its acts, and Man’s only asset for creating their own identity. It also plays a complex and unique role in the process of human training. Developing a clear picture of the quality of the change of a material existent (seed) into an eternal and immaterial human could decipher his theory of the trans-substantial motion and explain the truth of education. Eventually, through presenting the theory of corporeal origination and spiritual subsistence of the soul, Mulla Sadra demonstrates that the realm of human training enjoys an amazingly profound and infinite magnitude.

Globalization is an inevitable trend that has commenced since the 19th century and nowadays it is one of the most controversial topics in the world; a phenomenon that plays a critical role in economic, social and cultural decisions and activities of people and has minimized the borders. Primarily, this process has been successful in the area of economy and gradually has been extended to the other areas. However, some believe that globalization has destructed the cultural identity and native cultures and others decline this belief and claim that globalization in its nature maintains and strengthens the culture. This study aims at analyzing the process of globalization, culture and its effect on the cultural identity and education and training in six cultural issues: the features of globalization, globalization and the emergence of multiple identities, cultural identity crisis and its harms, cultural globalization`s common threats and opportunities, the views of pros and cons of education and training globalization, education and training globalization`s common threats and opportunities.

By utopia it means a society that enjoys certain political, economic, social, and educational structures; a society that can lead the maximum number of its members to maximum happiness. As a matter of fact, by writing utopian books, the authors are not aimed at erecting such utopia in their country or in other country. According to Plato, these works are considered to be just like patterns that all countries can benefit from them and following which attain their happiness. Utopianism first was developed by Plato and then other philosophers in the world of Islam and Christianity followed him. Here we are not going to deal with the well known figures in the field of utopian in the world, but rather intend to cast some light on the training of children in the utopia of reformers and philosophers. Based on the studies made on training, the signification of training has two meanings: general and particular meaning. Both meanings stress heavily on the importance of training of children and youth and consider it as a means of bringing about changes in a society. In this article the views of the Eastern and Western philosophers like Plato, Aristotle, Augustine, Farabi, Tomasho Kampalana, and Thomas More on the notion of utopia have been studied. Almost all of them followed the same universal and logical principle. In certain issues such as religion, man, and God there are certain differences between the Western and the Eastern utopias. To sum up, while spirituality and divinity constitute the gist of Eastern utopia, the Western utopia stresses on materiality and corporeality and this point is palpable in their training of children. On the whole, utopians strongly stress on education and training and look at training as a chief factor behind any peaceful social change.

Creator of the universe ¡ infinite rays of the essence and Jamil their names through the mirror verses traits and legislation development in the field of souls ¡ made manifest and people always comment that I hesitate to see hundreds of thousands had been the hundreds of thousands effects ¡ in this paper an attempt has been made to the divine revelations of academic perspectives ¡ philosophical¡ spiritual ¡ artistic ¡ educational ¡ and desired to be considered and the results of each of these attitudes ¡ to be presented before the Lord of wisdom.

Faculty members are the main pillars of Universities which are responsible for a major role in managing and leading universities, so they must adhere to professional ethics. Demographic variables are factors that may affect professional ethics. The present study examines the impact of demographic variables on the possibility of observing professional ethics teaching in universities.
This study was conducted with the quantitative approach and has been performed with survey method. By using cluster random sampling, 131 individuals of Faculty members of Tehran’s Universities were selected as a statistical sample. Research instrument was questionnaire which made by researchers. The data were analyzed using SPSS software and F test was used for comparison groups.
gender has created the greatest difference in response to the possibility of observing professional ethics of teaching. Work experience, type of employment and type of University have less effect, respectively.
Gender approach and type of education can be effective on professional ethics even at the university levels. In addition to the hiring and promotion of faculties include professional ethical code, the academic criteria leading to the strengthening and improvement of professional ethics in the universities.