پژوهش نامه تربیت تبلیغی
پیاپی 15-16 (بهار و تابستان 1396)

Prophet Moses has been one of the selected prophets with a universal mission and extensive Preaching practices. The lands of Egypt, Canaan, Sina, Medin and Palestine were the places of his cultural and religious activities. His divine and monotheistic invitations had many stages with ups and downs (from the period of testing and selfrenewal in Egypt and Medin to the period of revolution, and from Shuaib's education until the period of guidance and leadership of the sons of Israel and socialization). The most important manifestation of Musa's struggle was against Qaroon and Pharaoh. In this paper, Preaching techniques of Prophet Moses based on a number of ethical approaches (such as soft and pleasing speech, kindly and emotional encounters), expressive methods (such as the explicit declaration of mission, the expression of beliefs, the use of clear evidence, talking about the history of the nations, and the warning of torment) and practical and managerial methods (Courageous encounter with Pharaoh's threats, withdrawal from the unbelievers, the election of the minister and the attraction of Aaron's cooperation, migration to find new areas for invitation, Confronting psychological warfare of enemies, hoping for followers, Confront superstitions, and testing the followers for missions) have been explained and analyzed.

Religious deviations, whether practical or theoretical, occur first in the field of belief, but so far, there has been no scientific discovery of how this mental event comes into existence. The purpose of this study is to reveal the Self-deception role at the beginning of each deviation. For this purpose, the teachings of the holy Qur'an, which in many cases refer to Self-deception, are used in the context of modern psychology. The author at first has been explained some special concepts related to Selfdeception, such as "self-perfection", "self-hypnosis", and "induction" in the Qur'anic teachings and then by referring to the relevant interpretations, tried to analyze the Self-deception with religious deviations. Self-deception is also debated in modern psychology. By summarizing and conceptualizing the commons of the two areas of the holy Qur'an and psychology, the author has arrived that a man does not deviate from the right path unless first he tries to see this deviation beautiful. The reason for this is that, doing bad actions naturally leads to anxiety and anxiety discourages mental relaxation.

The Islamic religion, as the most comprehensive plan of life, has paid special attention to the management of happiness among its followers. The accusation of the sadness of Muslims has doubled the study of the place of happiness and efforts to establishing the joyful acts. This paper uses a descriptive-analytical method based on verses and narrations to introduce and present a way for establishing happiness during the Islamic community. Governments and peoples have every task and means to strengthen this issue. In this research, by a systematic division between people and government institutions some solutions have been offered for the first time. After identifying and introducing glorious and happy rituals, the basic factors in government and the prominent actions of people which are important for establishing happy rites have been addressed to bring about.

Philosophizing refers to a comprehensive, profound and flexible thinking that has been used in the Quranic interpretation of the term "thought-provoking". The main question of this paper is about Teachers' Characteristics who want to teach Philosophy for children. In this regard, it is necessary to draw on the characteristics of teachers in relation to the development of the mentality of thought in children in the future horizons of education. The present paper tries to clarify it from the perspective of holy Qur'an. To achieve this goal, the Qur'anic verses have been examined using the descriptive phenomenological method and quantitative analysis, which leads us in the reading of two translations of the entire Qur'an and extracted interpretations. The results indicate that in general, paying attention to the ethical and scientific roles of the teacher and also the teacher thinking is important in this regard. Strengthening the faith in order to strengthen patience that influences the teacher's external behavior in the moral role of the teacher; trust in the transmission of the educational message and the pattern in this regard in the role of the teacher's scientific role, and ultimately, observance of the rules of continuity, solidarity and proportionality, and the application of principles in the role of the teacher's thinking, are important.

This paper aims to describe common aspects of moral education teachings in Islam and Iranian culture. the question is that whether education in ancient Iran and Iranian culture was a divine education based on religious principles or mot? In this research, scholars have described Ferdowsi's Shahnam as a symbol of education in ancient Iran. They want to compare the points in this book with the educational teachings of the Holy Qur'an (the source of religious education in Islam). Results based on the deductive method showed some common educational points in the Shahnameh and the Qur'an. To comprehend this research, the Qur'an's verses were first considered in four terms: verses relating to the relation with God, relation with creation, relation with the ego, and the relationship with the world. Then the educational points of Shahnameh compared with the interpretation of these verses. The results showed that the moral points in Ferdowsi's Shahnam were consistent with the humanist teachings of the Holy Qur'an. So, it was concluded that ancient Iranian culture not only is not in conflict with the religion of Islam, but also there is a complete match between them.