نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 64 (پاییز 1403)

Iran's Islamic Revolution, in the second stage of self-improvement, socialization, and civilization within the framework of the "revolutionary system theory," and with the "struggle of the youth," is moving towards the realization of the ideal of "creating a new Islamic civilization." To realize this ideal, universities are key in staffing the needed managers and experts. For this reason, the present research has been carried out to achieve the staffing model of a civilizing university based on the intellectual system of Imam Khamenei Madzaleh al-Ali as one of the main infrastructures in the scientific flow of the country. In terms of philosophy and philosophical paradigm, this research was conducted using interpretive research based on qualitative data interpretation. Thematic analysis methodology and Atlas software (23) were used to analyze the qualitative data. To obtain the analysis units, after searching for the keywords of staffing, student training, humanization, and their derivatives in the statement published by Imam Khamenei, a total of 263 meaning units were identified. Based on the findings of the research, 186 basic themes and 14 organizing themes were presented, which include targeted student recruitment, knowledge, and technological needs, professors, course field, text and content, managers and officials, space and environment in the educational ecosystem, systems, and methods Islamic and revolutionary, the level cadre of the Islamic revolution, the knowledge and technology of guarding the Islamic revolution, the full ability to protect the Islamic revolution, strengthening the spiritual and revolutionary foundations, strengthening the revolutionary values, identifying and solving the knowledge-based system of the Islamic revolution issues. At the end of the article, the network of drawing themes and basic, organizing, and inclusive themes in the field of staffing at Tamdansaz University was presented.

The education system as one of the sub-systems affecting the development of the country has played an important role in the cultural transformation and development of the next generation of the country.In this regard, the redesign of planning and oversight mechanisms of this institution requires more attention from policy centers.The purpose of this study is to extract a framework for policy-making and evaluation of the education system based on macro policies.the method of documentary studies has been used.In the findings, the "management and governance" dimension; components such as program and budget, evaluation and quality assurance, reforming structures and procedures and expanding educational justice;In the "educational system" dimension; Content components and textbooks, teaching-learning patterns and evaluation of academic progress; In the "educational system" dimension; components of six educational areas;In the "human resources" dimension; components including selection and recruitment, empowerment and human development; In the "infrastructure" dimension; components of equipment and technologies of schools and educational spaces, architecture of schools and educational spaces, educational infrastructure;and in the "Communications and Interactions" section, the components of external interactions; Along with the main indicators of each, extracting and showing the conceptual structure in the form of a comprehensive system, a strategic evaluation model is presented. And finally, policy recommendations have been proposed to strengthen the strategic evaluation system of the education system of the Islamic Republic of Iran.

The purpose of this study is to explain the goals of intellectual education based on Ibn Sina's ideas. This research was a qualitative research that Marshall and Rasman qualitative content analysis method has been used to conduct the research. Accordingly, first Ibn Sina's works were studied and among them the issues related to reason were considered to achieve the goals of intellectual education, Ibn Sina's educational theories were referred to and by summarizing the theories, the goals of rational education were extracted. The results of the research show that the goals of Ibn Sina's intellectual training include two parts: the ultimate goal and the mediating goals. According to Ibn Sina, the ultimate goal was to reach near the first Right, and the mediating goals, which are in fact the means to achieve the ultimate goal, include the goals of mediating in two areas of theoretical reason, cognitive evolution, rationalization, and the inclination to think, meditation, and self-awareness and to practical reason including moral health, core skills, and social character.

The present research has investigated the state of aesthetic and artistic field of first secondary school students. The statistical population of the research is the first high school students of district 10 of district 1 of Tehran in the academic year of 1402-1401, 500 of whom were selected using the Karjesi and Morgan table, and 217 of them were selected by stratified random sampling. In order to collect data, a documentary method and a researcher-made questionnaire were used. Research components and measurement indicators have been set after studying statistical documents and questionnaires. The face validity of the questionnaire has been checked and confirmed through experimental implementation, content validity through experts' judgment, construct validity through factor analysis, and reliability with Cronbach's alpha coefficient (0.762). Exploratory factor analysis was used in SPSS software version 22 to explain the components of the field. Due to the normal distribution of the data, one-sample t-test was used to compare the mean of the components. The results show the status of students in the components of "Using and developing the power of imagination, visualization and ideation", "Ability to understand subjects with material and external beauty", "Using aesthetic and value principles in life" and "Formation of mental peace". and psychology in the environment from the perspective of art and aesthetics", medium and in the components of "development of feelings and aesthetic taste", "the ability to understand topics with spiritual and divine beauty", "the ability to create works of art" and "attention to the beauty of the environment" , it is good.

This research was conducted with the aim of discovering the characteristics of a level teacher in the Islamic Republic of Iran based on the teachings of Sardar Soleimani's school. Qualitative research method is based on data theory. The data were obtained through in-depth and semi-structured interviews with education elites and those who were also familiar with Sardar Soleimani's school, characteristics, and character. Coding the concepts obtained from the interviews with the participants led to the formation of 125 primary concepts, 60 central concepts and finally 21 main themes and the preparation of a paradigm model of a teacher at the Islamic Republic level in the school of Shahid Soleimani. The model obtained in the research includes causal, contextual, intervening conditions, strategies and consequences, according to which it is possible to remove the obstacles to teacher education, according to the school of Shahid Soleimani, to provide a God-seeking and hopeful generation.

Mystics consider mysticism as a science that is the surest way to achieve the truth and the highest kind of spiritual education. According to Allameh Hassanzadeh, mystical education is a humanizing education and in fact the ascension of the soul to the knowledge of the Almighty, and its elevation to creation according to the divine morality and discipline to the divine manners. This research seeks to explain the methods of mystical education for young students. In this research, with the help of documentary technique and conceptual analysis, the basics of type one, the basics of type two and the basics of type three based on the anthropological views of Allameh Hassanzadeh have been identified; The goals and principles of mystical education were determined after determining the realistic propositions of adolescence and based on the inferential method. Using practical analogy, the methods are identified in three dimensions: cognitive, orientation and practical. Methods of mystical education in the cognitive dimension: Practical scientific cultivation - study of beneficial science - prayers and supplications - constant thinking and remembrance - protest and reasoning - Patternalism. Methods of mystical training in the dimension of tendency: - Perception of taste - Conquest of nature - Opposition to the air of the soul - Meditation, meditation, calculation - Loving and flirting with God. Methods of mystical training in the practical dimension: - Control of human inputs and outputs - Indoctrination of good thoughts and intentions (positive thinking) - Practice performing duties and abandoning taboos - Opposing suspicion - Gratitude - Patternalism.

The aim of the research was to design a macro model of media literacy in the education system of the Islamic Republic of Iran in two conceptual and operational dimensions. The conceptual dimensions were based on the transformational teaching and learning method and the library and document study method, and the operational dimensions were based on the foundation's data method. 12 people were selected by purposeful and theoretical sampling in the research community of educational transformational documents and professors, experts in the fields of communication, education and Islamic education. The data collection tools were content analysis and in-depth interviews. In the analysis of the transformational documents of education, inductive content analysis and open coding were used, and theoretical coding was used in the analysis of the interviews. The assessment of validity and reliability was based on reliability and believability. The finding of the macro model of media literacy was identified with structural and content characteristics: the managerial and executive structure of media literacy has a legal guardian. The governing institution as a trustee deals with policy making and legislation, and the intermediary institution plays a role as a strategic coordinator of media literate actors at the (macro, medium and micro) level and leads the executive arms by using its management levers. This institution has a council structure consisting of government, government and people's representatives and systemic communication of departments and units. Finally, considering the importance of the role of the family in the field of media literacy in the post-corona era, it is suggested that special educational council committees be formed with the aim of improving the family among middle and small activists.

Spiritual education, as one of the basic approaches to education in human life, plays a key role in improving the quality of individual, social and civilizational life. In the university environment, this type of education is also of particular importance, because spiritual education can help to cultivate moral and spiritual aspects along with scientific growth. The purpose of this research was to explain the foundations of epistemology of spiritual education based on the thought of the Imams of the Islamic Revolution, which used the method of analysis or progressive argument, and the method of data collection was in the form of library and documents, referring to first-hand sources, and the content obtained It was compiled by using books and also software that collected the sayings of Imam Khomeini (RA) and Imam Khamenei. The findings showed that the epistemological foundations of spiritual education in the realization of a civilization-building university are: the revelation of knowledge, the value of knowledge, the monotheism of knowledge, the rationality of knowledge, the non-imitation of knowledge, and the usefulness of knowledge; that these knowledge bases can help universities to play more active roles in shaping and advancing the new Islamic civilization.