نشریه پژوهش در مسائل تعلیم و تربیت
شماره 40 (1388-1389)

Education in the golden age of Islamic Civilization (included from third to the end of fifth  century of A.H) is distinguished from other centuries. The protective of authors, scholars, scientists, translators, and the rulers was one of the phenomena of that time. A very helpful context was smoothed for rationality and rationalism in social, scientific and specially educational elements (teacher, student, organization , institution, structure and management of instruction). The main goal of the dissertation is to study and explication of the quality and quantity of educational elements in the Islamic golden age. To trace the specifications from the view point of rationalism and role  of the rationalist and non rationalist rulers and states raise and declining of quality of educational elements, to study rational movement that enhance the educational elements, to study the role of anti-rational in stagnation of educational elements and consequently weakness of educational system in Islamic world are the secondary aims of of the dissertation.
Method and instrument: Taking notes, classification, analyzing of data by applying the historical and qualitative method on the relevant documents. For flourishing the educational elements of the discussed age, many movements played their roles. Open minded rationalist rulers made a reach ecology and environment for the scholars from various religions and ethnicities made an   intellectual resurrection. Intellectual movement including movement for translating, compiling of the books by Brethren purity (Ekhvanosafa), school of Etezal ( the first rationalists) , Religious branch of Esmailie contributed growing of rationality. Production of precious heritage in many rational and scientific branches, natural or philosophical and art works was a fruitful basis for intellectual ecology  of the discussed age is temporal and other worldly beatitude  of the believers.

Assumed that theatre as an art that is performed for high school students the gole of these article is to study the functions of pedagogical drama as a   mean for education. "Theatre and pedagogical drama" as a field that contains esthetical issues of theatre, as an art and educational items, aims that to apply creativity of the students for theire education.
This article introduced "theatre and pedagogical drama", theories and ideas of the expert of these field and the meeting of instruction and theatre. Theoretical issuse dealing with the instruction of highschool students via theatre conforms the effectiveness of pedagogical theatre. Consequently some practical guidelines for performing of a dramatic ideas and education are proposed. The article for presentation of practical guidelines is based on Noah's Story as a fruitful sample.

This research is conducted with the aim of identifying and prioritizing the necessary life-skills of girls' students of secondary schools in Tehran. The research method used is a survey method. Statistical society is all of girls and teachers at the secondary schools in Tehran.
The sample size is determined with cluster random sampling method regard to the proper ratio. Research results showed that high school students possess all life skills  included in this research except: using healthy diets and refraining from harmful diets, self-controlling in anger, fear, failure and anxiety situations, talking with their family about their troubles (in stead of their friends). But from the teacher’s point of view, life-skills mentioned in the research model are necessary for students. From students' point of view, counter facing with stress, citizenship, problem solving, creative thinking, and communication skills and from teachers point of view communication, self-awareness, hygienic, decision-making, and problem-solving are allocated as first priority. The results showed that there is a meaningful difference in confronting life stress in students with regard to their school grade and their field of study.

Social studies 0f Science and Technology as a multidisciplinary field of education is also a new approach in the line of realization of ideals of knowledge based society in the macro and micro level policies of Science and Technology development. The designing of the  Social studies 0f Science and Technology’s course is consistent with country development’s visions  and plans and could be a necessary  base for policy making and cultivating and  educating thinker and expert in the field, as developer of  science and technology policy.
The aim of the course is advanced familiarity with social dimension of science and technology and to study the complex mutual effects of these dimensions. This field of study also assesses the social impacts of Science and Technology with a critical view. The present paper explains the necessities of establishment the course in Iran according to other country experiences. This article applies documentary method for survey of the situation and specifications of the course in ten selected universities. The findings of this study provide a whole picture of the field in the world.

In this article these issues are discussed: The importance of training and scientific –practical – courses /the effects of training on the improvement of the labors in the workshops  and centers of production / specifications and out- comes of training for technicians/ orientation of managers , responsible, planners,and practical specialists/description of implementation of instruction of training in Sweden , Germany and Japoan / represention of specifications of training in these three countires /  for implementation  throug  new methods / enirching the experiments of the technicians via  practicing during educational courses/ arranging of working ecology coordinated to the curricula as the priority of practical programs .

This paper described  the intertwist of Iranian action  through art, passion , ecstasy philosophical anthropology raised in Iranian  Sufism ,“lived world”, from the view point of today humanities. A number of cultural and civilizational turnings should not be neglected: The archaic and ancient Iranian cultural heritage as well as mystical ( Sufi) concept of “perfect man”, necessity of daily life, cultural values and modern language (from the Renaissance onwards) have been intertwined or coexisted or challenged each other. The cultural turning are:' self sustained man "and self reliant man instead of"perfect man" .social-oriented actioner instead of Sufi stands /Artist and intellectual instead spiritual literant / effectiveness rather than Truth. / right orientation instead of duty and prevailing of "sensual" enjoyment over spiritual one. Theories of universal perfect man on one, hand, and the philosophy of Iranshiahr, healthy society, and Plato's Good city on the other hand. requires a mixed and effective methodology. Finally given that arts from one hand and culture from the other hand are rivals. The role of art and artist is creating and developing through the relationship between habitué (mental condition) and the field (structural conditions). This role combines the elements of cultural heritage with individual choice, everyday life, challenges of cultural strains and obstacles. Advancement will emerge from constructive relationship of these elements.