نشریه علوم تربیتی از دیدگاه اسلام
سال سوم شماره 1 (پیاپی 4، بهار و تابستان 1394)

Extra-role behavior is a voluntary behavior that goes beyond the formal expectations of the role and is not identified directly by the formal reward systems of organizations. The goal of this research was to identify the Preparatory antecedents of extra-role behavior in educational organizations from the viewpoint of holy Quran. The method was examination of evidences and documents and analysis of qualitative content by the inductive-deductive method. Accordingly, the required data had been collected from holy Quran and the categories (antecedents) had been determined. According to research findings characteristic antecedents are at three levels including: cognitive, affective and behavioral. Believing to God and predominance of His knowledge and power over the world, believing to resurrection and recording of actions and rewarding system, believing to limitation of opportunities, having transcendental goals, freedom and lack of dependence to the world, responsibility toward others, tolerance power and Breadth of heart and ignoring useless affairs. Organizational antecedents at two levels of contact with manager and organization personnel including: Domination of deep affective relationships in organization, modelling of managers, appreciation of performers and esteeming extra-role behavior.

Analysing Allamah Tabatabaee’s view on the interpretation of ‘’shakeleh’’ and its educational implications (requirements) is the subject of this paper. The purpose of this research was gaining some educational key points that have been sought through logical-analytical methodology. According to this research, Allamah Tabatabaee interprets ‘’shakeleh’’ as ‘malakeh’(character). He recognizes ‘’shakeleh’’ as the sub-structure and internal cause of behaviour, and claims that the health and growing of the ‘soul’ is due to it. So he defines education as changing this sub-structure. Allamah’s this deep view is opposite to those current views that simply seek education through changing only apparent layers of behaviour and not the whole sub-structure of behaviour. Allamah proves that the effect of shakeleh on behaviour is only demand, and not compulsion. He says that although acting contrary to shakeleh and changing it is very hard, it is possible to achieve. He shows a model and a method of education by introducing the effective elements that form shakeleh. The difficulty of shakeleh reformation is due to firmness of primary shakeleh that makes it as a part of human’s personality to some extend that prevents of notice to any opposite belief. Human agency implies possibility and necessity of reformation of shakeleh with freewill and consciousness. Because methods of reformation must be suitable to any shakeleh, methodical pluralism in education would be necessary.

Abu Zeyd Balkhi, the Iranian Muslim scholar, theologian and philosopher, who lived in third and fourth Hijri Centuries, is the first scientist who studied the interplay between the mental hygiene or health and the body hygiene or health. He reported his findings and opinions in his book “Masalih Al-abdan va Al-anfos”. Balkhi has attributed the orders of creation and universe to the wisdom of God and this because of influences of Quran, and religious teachings on his research and ideas. He, as the first Islamic psychologist, was a pioneer in implementing psychotherapy, cognitive therapy, and physiological psychology to diagnose and treat psychosomatic illnesses. The purpose of this paper is to use a documentation method and study the concept, modality, causes, and prevention methods of anger, from the point of view of Balkhi. The results show that modality of anger, according to Balkhi, includes a sensual disorder which originates from grief and sorrow, and ends with anxiety. Abu Zeyd Balkhi classifies the causes of neurotic and psychological illnesses into four anomalies: emotional which includes fear and anxiety, anger and aggression, sadness or depression, and obsession. He considers the causes and also the management methods of anger as two different internal and external types, and accordingly proposes effective solutions based on cognitive, emotional, and behavioral control.

This study aims to consider the effectiveness of secretion ceremony on student’s mental health and happiness. research method was a semi-experimental and a pre-test and post-test study with the control group. Statistics population of the study were organized by the students of the Bahonar University of Kerman in the years 2013-14. The study samples included 200 of girl students of Bahonar University (100 participating the secretions ceremony and 100 non-participant) who were selected randomly. The participants were given Oxford Happiness Questionnaire and GHQ-28 before and after the Secretion Ceremony. The data were analyzed by the software SPSS-16 and covariance analysis. in order to consider the covariance analysis assumptions the Kolmogorov-Smirnov test was used to consider normal distribution and in order to consider assumption of homogeneity of variances the Levine test was used. The results showed that the secretion ceremony improved the student's general health in the intervention group. Also, the results showed the effectiveness of secretion ceremony in reduction of anxiety, depression, physical symptoms and social dysfunction and increased the happiness. According to the present results, it can be said generally, that religious and spiritual rites promote mental health and increase vitality and exhilaration.

Berezinka is one of the contemporary theorists on education whose views on philosophy of education, education and most important of all, the goals and tools of education have drawn the attention of experts. On the other hand, one of the fundamental steps that has recently been taken by the Iranian Ministry of Education is reformation of the educational system which resulted in the formation of theoretical premise of the fundamental reform of the formal general education system of Islamic republic of Iran at the hands of educational thinkers. The purpose of this article is to analyze and compare Brezinkas point of view on educational goals with the fundamental reform of the Iranian educational system. To this end, the author has studied the aforementioned views and then clarified their differences and similarities. Beredy’s comparative methodology is utilized for the comparison of these two views. The finding indicates that there are similarities between Brezinka’s views and the fundamental principle of the Iranian educational reform regarding educational objectives in that both individuals and society are taken into consideration. Educational goals/ are related to other dimensions of society and different aspects of education are taken into consideration such as improvement of individual character. Moreover, some differences exist when focusing on religious dimensions of educational objective, the individual and society, compulsory and optional objectives of education, as well as the aesthetic aspects of education.

The present paper is dealing with the philosophical-psychological and humanistic education programs through a transcendental analysis. Reviewing the views of the best humanistic programmers (including Gazda, Pereki, Vinestain, Simon, and Russ), it is revealed that their philosophical views are under the influence of the existentialism and their psychological views are rooted in humanistic psychology. Also, it comes to this conclusion that the mutual point of all three existential philosophers, humanistic psychologists and humanistic education programmers is their respect to human, freedom, self-consciousness and responsibility. The humanistic approach is dealing with respecting human being and emphasizing on her freewill and freedom for the aim of her growth and flourishing. This very aim is coordinated with the Islamic views. However, as a result of abandoning God’s authority and considering this worldly human as the origin, it is in contrast with Islamic culture. Since, the humanistic program has been emphasizing on human's statues, choices and knowledge, it has the capacity to be used in Islamic countries as well.

Teaching and training specialized people in society are the prime goal of universities and educational institutions. Achieving this goal is highly dependent on teacher's educational performance. Taking into consideration the key and vital role of instructors in the quality and improvement of knowledge, steady evaluation of teaching performance has been the centre of attraction. Every year large sums of money and human resources are being spent at universities for teaching evaluation. Through descriptive and analytic study the present article attempts to develop a model for developing a comprehensive evaluation system. The study shows that current evaluation system and approaches lack accurate pedagogical construction and some ambiguities still remain. More over the disciplinary differences have affected educational, teaching, and evaluation system. To modify and develop the quality of teacher's performance and evaluation, some pedagogical experts and evaluators who are aware of modern approaches are needed.