نشریه اسلام و پژوهش های تربیتی
سال نهم شماره 2 (پیاپی 18، پاییز و زمستان 1396)

From the Islamic point of view, seeking wisdom and purification of the soul are two essential and primary goals of education, insofar as without the achievement of this goal, the main mission of education will not be fulfilled. A fair and wise approach to these two outstanding tasks requires the gradual and natural separation of talents and their prioritization in benefiting from knowledge and purification of the soul, rather than imposing such separation on the educational system from the outset. Reviewing the multimodel system of education in the Islamic Republic of Iran, the present paper aims to provide a model of education through the modulation of top, good and mediocre talents. The cooperative interaction and synergy of top, good and mediocre talents have been analyzed in this model. Reviewing and examining the current status of education, this research mainly aims at paving the way for an appropriate transformation in the content, method and structure of education in order to achieve the desired situation as outlined in the Document of Fundamental Transformation of the Education. The research method is descriptive-analytical, and while describing and analyzing the current status of multiple education models, the paper emphasizes the design of a comprehensive education model as a superior model in comparison with other educational models.

The purpose of this study was to study the educational approach of purification in traditions, and its application in the four dimensions of Islamic life style. The research method is descriptive-analytical, and the related traditions have been analyzed qualitatively. The results of this study indicate that the concomitance of Tahzib (refinement) and development in this approach organizes the Islamic lifestyle; in the pivot of relationship with God, it leads to awareness, knowledge, belief in divine laws, servanthood, gratitude and satisfaction with Divine Order; In the pivot of the self, it results in avoiding immoral behaviors, increasing rationality, and recognition and reconstruction of innate nature. In the area of communication with others, it helps avoid immoral behaviors toward others, and the spread of Tawalla and Tabarra among human beings; in the area God, it leads to reverence and good relationship, and in the area of the universe, it results in the purification of man from irrational thoughts about Divine acts , refraining from harming the nature and preventing the enjoyment of human beings from natural blessings, better understanding of nature and the universe, responsibility for preserving nature, and the proper exploitation of divine blessings

Scientific economy studies man’s behavior and relationships with the needed material objects, and helps improve the material and spiritual well-being of human beings in society. The type of school and economic system that governs the society will have different effects on education. If we see economy as the knowledge, evaluation and selection of the methods that man uses for the production and distribution of goods and services from limited or unready resources for consumption, it can be argued that through its factors, economy in the religious community provides the ground for the production of halal commodities and their fair distribution, and leads to the consumption of halal sustenance in the community. As a result, the purity of the body, the soul and the natural disposition of man is what makes it easier for him to move towards perfection and nearness to God. Using the descriptive-analytical and documentary method, this paper explains economics, its factors and functions and the role of each of them in religious education. The result shows that factors such as work, its importance and holiness in Islam, the production of halal commodities, efforts to obtain halal sustenance, equitable distribution of wealth and services, charity in the way of God, donating to the poor and are among the essential elements in Islamic economics that have an educational role

The management and guidance of the self in the area of possessions and findings is based on self-knowledge, which, in turn, is the prerequisite for human perfection. This management is one of the missions of moral education. The dimensions of the self, the main tendencies of the self and their relationship with each other, the relationship between self-knowledge and moral education, the role of self-knowledge in the development and consolidation of ethical aspirations, and the link between ethics and psychology in the Islamic sense are some questions that have been studied in this research. Although knowledge is a prerequisite for the development, sublimation and strength of human tendencies, it can play a role if it is accompanied by will power. Highlighting this link will allow teachers to establish their educational measures based on strong philosophical and anthropological foundations, so that in proposing solutions and strategies, they can resolve theoretical, scientific, or practical doubts and uncertainties. The present paper uses the descriptive-analytical method and documentary approach to address this issue.

In their production, the major animation companies that have their central offices in the United States depict a variety of issues in their stories that can often be defined and studied in the field of philosophy. One of these key concepts is the utopia and the desire of human race to live in it. This paper has meticulously selected two animations "Up" and "Ant Z" from two famous companies, used content analysis to study utopia in them, and reviewed their perspectives in ontology, anthropology, and aesthetics sections; then, the Islamic utopia and its characteristics have been introduced as the target society. The results show fundamental difference between the ideas expressed in the two animations and Islamic thoughts; the two animations which are based on Western ideas suggest humanistic, materialistic and liberal views; whereas the Islamic utopia is based on theism and human perfections. Therefore, it is necessary to pay more attention to the production and broadcast of the animations in this field.

The purpose of this study was to develope, make reliable, validate, and standardize a scale for the characteristics of a good school. Using random sampling, 185 participants from Birjand city (directors and assistant-directors of primary schools) were selected and asked to respond to the characteristics of the good school scale. The analysis of the main components using Varimax rotation showed seven factors (beneficence and Justice, simplification, partnership and co-operation, flexibility, appropriateness, refinement, and balance). Construct validity was confirmed by exploratory and confirmatory factor analysis. Exploratory factor analysis with the main components showed that the good school questionnaire has seven aspects, which explains 79.76% of the variance in the characteristics of the good school, KMO equals 927%, and the result of Bartlett's test is significant. Cronbach's alpha reliability coefficient of the total scale was 0.97 and the coefficients for subscales were 0.94, 0.92, 0.91, 0.92, 0.87, 0.84 and 0.84, respectively. The structural equation model had suitable adaptation with seven hidden variables, and the model had suitable fit. Overall, it can be argued that the results of this research provide sufficient empirical support for the reliability and validity of this scale in the studied sample.