Educational methods in Razavi conduct of life and its implications for the rational train in University of Farhangiyan

One of the challenges in the current higher education systems is carelessness towards fostering of thought andthinking skills in students. Razavi conduct has useful implications for facing this challenge. Regarding the importance of Teacher training centers and professors’ role in them, so the purpose of this paper is to examine the educational methods for rational education in Razavi conduct with the focus of professors’ role and their teaching methods toward fostering thought in student-teachers. For gathering data, the descriptive-analytical method was used. So that with the help of reliable religious references about Razavi conduct, some information about rational education and suitable teaching methods for them were explored and then this information were described and categorized. Finding revealed that there are five teaching methods based on Razavi conducts, including: Individual Instruction, Group Discussion, Question and Answer, Debate, Learning by Byword. Also, using each of these methods by professors needs special communication and teaching skills. Based on the results, some suggestions were offered including: emphasize on students-teachers and their professors thinking skills as a criteria for employment, doing continuous assessment of thinking abilities in employees and adding one or several courses in rational education.