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Children and adolescents poetry, as a literary genre, has a wide educational dimension. One of the most important educational aspects of this genre is dealing with religious concepts and themes. Persian and Kurdish language poets have taught these notions in accordance with the child’s understanding. The main purpose of the present study is to address this issue through a comparative study and analysis of religious themes in Persian and Kurdish children and adolescents poetry. To this end, using a descriptive-analytical method and a content analysis approach, the religious themes in 40 collections of Persian poetry and in 40 collections of Kurdish poetry were investigated to provide answers to research questions. The main questions were as follows: 1) What are the similarities and differences in religious themes of the two languages poetry? 2) What is the frequency of religious themes in the two languages poetry? One of the most important findings of the present study is that Persian poetry for children and adolescents focuses on the concepts related to the infallibles and the Holy Imams (65%), and next on the concepts related to the divine essence, the prophets and the Quran, respectively. In Kurdish poetry, however, the most frequent themes are the concepts related to God (72%) and then the themes pertinent to the prophets and the Quran. Neither of Kurdish and Persian poetry covers the concept of resurrection.

The evolution of teacher training for third millennium universities depends on interdisciplinary teacher training. Teaching in interdisciplinary disciplines requires qualified instructors for this purpose. That is, they have the ability to understand the teaching of such disciplines. As for teaching in interdisciplinary disciplines, instructors who are normally selected for pure disciplines do not have the capabilities of interdisciplinary instructors. Understanding interdisciplinary teaching is a phenomenon that has been referred to in this research as wisdom. Therefore, the present study has been constructed and standardized with the aim of obtaining a scale to evaluate teachers in relation to the level of familiarity with the wisdom of interdisciplinary teaching. The aim of the present study is to construct and validate the Perceived Wisdom Scale for teacher training for interdisciplinary teaching. This research has been applied in terms of purpose and in terms of exploratory approach and in terms of method of collecting descriptive information of survey and cross-sectional type. The statistical population of this study included all professors of educational sciences in Isfahan province (112 people (including professors of Islamic Azad, non-profit universities and public universities) in the years 2020-2021. Due to the limited statistical population, sampling was done by census method. Finally, 78 people (29 from Islamic Azad universities, 12 from non-profit universities and 37 from public universities) responded to the distributed questionnaire. Female and 62% of them were male, 38% of the respondents had 1 to 10 years of service, 34% of the respondents had 11 to 20 years of service and 28% of them had more than 20 years of service. The study of articles and research background was prepared by analyzing the content of the items obtained in relation to the perceived wisdom of teacher training for multidisciplinary teaching and then to ensure the validity of the items provided to 3 faculty members of the Department of Educational Sciences. The city of Isfahan was located. After eliminating similar and duplicate cases, 52 items were provided at first. After reviewing and finalizing them by expert professors, 35 items were agreed upon. Cronbach's retest) and concurrent validity were used to analyze the data b Using SPSS software version 12 was used. The questionnaire items were arranged on a five-point Likert scale (strongly agree, agree, almost agree, disagree, disagree). The minimum score of this questionnaire was 35 and the maximum score was 175. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Exploratory factor analysis test was used to identify the number of common factors that affect a set of variables, determine the intensity of the relationship between each factor and each observed variable, and the large number of variables observed to a smaller number than Agents are summarized. Also determine the divergent validity and convergent validity of the reflective items classified in each factor. Then, confirmation factor analysis test was used to achieve the validity of the structures. In this regard, a factor matrix was formed to determine the factor load of each component or item with each factor. Factor load can be considered as correlation coefficients between factor and variable. Factor loads less than 0.3 can be ignored., the results showed that in the initial factor analysis, four factors with eigenvalues higher than one were obtained and the subsequent factor analysis was limited to these four factors. Based on the content of the relevant articles, four factors were named as follows. "Simple understanding of concepts", "Mastery of fundamental research methods", "Understanding the expansion of the fields of scientific disciplines", "Elimination of reductionist thinking".The highest correlation coefficient was related to factor 4 "reduction of reductionist thinking" (r = 0.88), and the lowest correlation coefficient was related to factor 1 "simple understanding of concepts" (r = 0.74). The correlation coefficient of factor 2 was equal to "mastery of basic research methods" (r = 0.87) and the correlation coefficient of factor 3 was "understanding the expansion of the fields of scientific disciplines" (r = 0.81). Finally, the fourth factor in the Teacher Training Wisdom Scale for interdisciplinary teaching has been the "elimination of reductionist thinking." These correlation coefficients were significant at the level of P <0.01 The scale also had good internal consistency (Cronbach's alpha was 0.94 and retest reliability at two weeks was 0.91). The results also showed that the scale of dimensions of perceived wisdom of teacher training for interdisciplinary teaching has a suitable structure, validity and reliability for Iranian society. Therefore, it seems that this tool is a suitable scale for the purpose of research, which is to train teachers for multidisciplinary teaching. According to (Hatami & Roshan cheshm, 2012) Habermas believes that in the age of modernity, part of the capabilities of the human mind has been subjected to natural sciences, and this prevents the real knowledge of the world and the contrast between quantitative and qualitative methods in the humanities. Has been. Criticizing the positivist method in the humanities and in the next stage by presenting the theory of communicative rationality and communicative action, he emphasizes the multidimensionality of human problems and human knowledge and seeks to solve complex human problems through convergence and consensus from the ideal situation. The scale tested in this research, which has a relatively proportionate validity, can be provided as a tool to identify the wisdom of teacher training for interdisciplinary teaching. Therefore, it is suggested that this scale be used to select and hire teachers to teach in universities and higher education centers. The limitations of this research include Not using close interviews due to coronary restrictions, lack of necessary cooperation of respondents to distributed questionnaires.

The present article deals with a comparative exploration of the relationship between habit and education for Martyr Mutahhari and William James to clarify what the definition of education is for them, what the definition of habit is and what the relationship between the two is.In this fundamental-historical study conducted through a descriptive-analytical method, to explore the views of those two thinkers on habit and its relation to education, we have collected and organized the necessary data, and then analyzed the findings to conclude that while none of those two scholars has an independent work on habit and its relation to education, both have spoken about habit and education and agree with creating habits in apprentices, and have regarded ‘habit’ as one of the educational methods. Martyr Mutahhari divides habit into ‘active’ and ‘passive’, attempting to explore the status of positive and negative habits in education. For James, education is the very good habit. He has attempted to attract the teachers’ and students’ attention to the importance and the role of habit in education and clarify that the human’s felicity and misery is due to habit. Although one cannot say that their beliefs on the relationship between habit and education is quite the same, their opinion on creation of habit and its relation to education is, altogether, positive and essentially the same. The other achievement of this study is a reference to the common points and differences in the two thinkers’ views.

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 main goal of this research is the comparative examination of the bases of ontology, epistemology and anthropology. The research method has been descriptive- documentary analysis and the tool of gathering information has been note-taking. The results of the research revealed that the universe as a well-ordered whole, the possibility of acquiring and understanding reality and knowledge through the senses, the purified creation of man and human being having a precious value in the world, moral virtueis the way to access fortune and applying art and taste is an instrument to obtain mental peace are the same aspects respectively in the dimensions of ontology, epistemology, anthropology and axiology of both philosophers. From the other side, categorizing the world into different stages, different grouping of science and knowledge, grading the human being, the negative training method and being human morality inherent or acquired are the differential aspects respectively in the dimensions of ontology, epistemology, anthropology and axiology of the two philosophers.

The aim of this research is to compare the lifestyle of Shahed families with non-isargaran families in Lorestan province done through descriptive-comparative study. To this aim، 460 persons of the family householders were selected through random sampling. the sample was calculated through Kocran formula. The data about Islamic lifestyle questionnaire (ILST) in ten parameters (social aspects، worshiping problems، beliefs، ethical problems، financial problems، familial problems، physical health، actional and intellectual problems، security problems، time management) were gathered and analyzed using SPPS-19. The findings revealed that in worshiping، beliefs، ethical، financial، familial، physical، intellectual، and security parameters meaningful differences (p<. 05). there was، however، no difference in social function and time management. Also، there were no differences between males and females in the whole inventory of lifestyle. The only difference is between the whole inventory of lifestyle and its sub-parameters based on level of education and time management. It can be concluded that planning and education aiming at reinforcing Islamic lifestyle seems necessary

The purpose of the present paper was to analyze the content of the sixth grade textbook of “the Heaven Gifts (1391)” and comparing it with the rudiments of Holey Quran and the Document of Fundamental Development of Education. The methodology of content analysis was descriptive and the data was gathered using the content analyzing formats developed by the experts of the field, which were confirmed by the Research and Educational Planning Organization. The research population and sample of the study was the sixth grade textbook of “the Heaven Gifts”. Also, the descriptive statistics was used to analyze data. Among 33 instructional objectives of the textbook, 42.4% were of typical objectives, 45.5 % were of multi-sectional objectives, 15.2% of multi-level objectives and 12.1% were of general objectives. Among 49 separated objectives of the textbook, 75.5% of them were concerned with cognitive area, 24.5% with emotional area; however, none of the objectives were concerned with the psychomotor area. Results showed that among 33 objectives of the textbook, 32 objectives (96.96%) had references to the verses of Quran and just 1 objective did not have references to those verses. Considering the Document of Fundamental Development of Education and the objectives of the textbook concerning thinking and communication with God’s creatures, there are 4 detailed objectives in the National Curriculum, of which only one of them was embodied in the objectives and content of the sixth grade textbook of Heaven Gifts and no content and objective was considered with regard to the other 3 detailed objectives in the mentioned textbook. Furthermore, there were 4 objectives in national curriculum dealing with science and knowledge and communication with himself/herself of which 3 objectives were considered in the textbook. The results showed that the textbook achieved the multi-sectional objectives, typical objectives and multi-level objectives respectively, and among the learning fields, the textbook considered cognitive field especially knowledge category more than the other fields and categories. Furthermore, the objectives dealing with references to Quran verses were achieved well with the exception of a few references that failed to refer to Quran verses. Finally, considering the Document of Fundamental Development of Education and the objectives of the textbook, it failed to contain some detailed objectives or contents of national curriculum program according to the table of textbook designation objectives.

This paper aims at considering formal documents of Iranian philosophy of education in independent and comparative manners. The Comparative Review Method was used to achieve this aim. Finding of this research demonstrate that, these three documents are different in seven criteria. These seven criteria are: 1) philosophical coherency; 2) proportion with educational practices; 3) relating to Islamic foundations; 4) coherency with Iranian culture; 5) innovation; 6) claims justification; and 7) comprehensiveness. From the first criterion, we can say that the first document- because of its strong regulation- is the best one, the second rank is for the second document ant the third one is located in the last place. Regarding second criterion, every documents attempts to approach some sides of educational practices. So, every document concentrates on some dimensions of educational practices and ignores others. Considering the third criterion, all of documents undertake to rely on Islamic view. However, the first document and the second one are more successful. If we concentrate on the fourth criterion, we can see that the second document is more successful because it chooses an Iranian Islamic philosophy- Sadra’s philosophy- as its foundation. Moreover, we can find more foundational innovations in the first document and the second one. In addition the first document attempts to justify its claims regarding rival views. On the other hand, the third document is the most comprehensive document among others.

The present study compared the priorities and ideologies of the six components of the curriculum from the perspectives of faculty members of Tehran faculties of educational sciences. Research society was comprised of all of the faculty members in the departments in 2010-11 adopted through census. Among the 95 members، 30% were female and 70% were male. The research was carried out as a descriptive (surveying) study by using standard questionnaire of curriculum ideology of Schiro (2008). The questionnaire focuses on curriculum based on the six factors including purpose، teaching، learning، knowledge، childhood and evaluation (scholar academic ideology، social efficiency ideology، learner-centered ideology and social reconstruction ideology). For data analyzing، frequency and percentage frequency and ideology graph were applied. Findings suggested that، the faculties of educational sciences in Tehran should focus on ideology of social reconstruction and the components of learning، knowledge، learning and assessment of learner-centered ideology. The strongest trends in this regard were learning and assessment the components of learner-centered ideology. The strongest trends (first priority) and components were teaching the ideology of scientific knowledge and the weakest parts of the trends (last priority) were the only components that all faculty members were agreed.

It is assumed that the developed countries have effective science education curricula and any country like Iran wanting to improve its curriculum in this area should take a comparative look at its curriculum and those of the developed countries. Based on the documents available, many similarities and differences were observed between the Iranian curriculum and those of other countries. Similarities were more in goals and content as stated in the intended curricula. The differences were observed to be mainly in methods of both teaching and evaluation. Yet in all areas there seem to be a big gap between Iran and the countries included in the study. The gap in achievement, as demonstrated by TIMMS results, may be due to the impact of the implemented curriculum on the achieved curriculum.