نشریه تربیت اسلامی
پیاپی 2 (بهار و تابستان 1385)

For an expert of Education, the language is considered as the heart of Education because education and teaching is nothing but the effective application of language.Since the languages are created and evolved in different grounds and contexts, they have different meanings and outlooks, therefore it is necessary to go through special procedures to underestand any language more deeply. In some more specialized areas such as "religious language" these procedures are more opeational.The article is to present the "special out looks" towards language and analyses the "Religious language" and the language of religious teachings. At the end of the article the hermeneutics of religious teachings is discassed though three models including critical realism, spritual and phenomenological omdels and finally pratical examples of each have been presented.

The present article is to introduce and compare kant's and Nasir al-din Tousi's attitudes towards moral enucation. The reason for presenting the article is to give a comparative analysis between kant's view as the introducer of west philosophy from one side, and Nasir al-din Tousi's as one of the Islamic thinkers from other side. Through this comparison the author is to conclude the practical approuches of moral education.Through the article the author first give, an introduction Then compare the views of both mentioned thinkers on the essence of morals, the goals of moral education and the basic methods of moral education.

Philosophical presumptions and general theorizing views are from the basic and undeniable elements of scientific theories. In the area of education, the significant theories are not exempt from this general rule. The philosophical and metaphysical presumptions are as the mainstay of the educational theories and provide them the theoretical and philosophical framework. The impact of general and philosophical theorizing views make the the philosophical basis as the main element of theorization. In this article the author is to analyze some of philosophical views of Mullah Sadra in the area of Education as the theoretical basis of educational implications.

Knowing human being is a necessary need and one the basic conditions of providing individual and social happiness of human. This acquaintance has been always faced with many difficulties. The root of this difficulties and conflicts arises from complication of human nature from one side, and the variation and non-fixation of research methods concerning human existence from the other side. In this article the attitudes of psychology (as one the scientific fields) about human essence considering its different approaches (such as behaviorism, psychoanalysis, epistemology and existentialism) has been evaluated. Psychology tries to provide new approaches for human-being through using many methods and techniques such as observational method, chronical and paraphrasing experiments, interview, questionnaire, statistics techniques and etc…. The author also tries to provide the attitudes and approaches of Islamic thinkers about human-being essence which are derived from Islamic religious texts and rational methods.

Combined Education has created some techniques which can make a growth in four aspects of an individual including: inside an individual, among the individuals, outside an individual, beyond an individual. Albert Einstein believes that the different fields of sciences proves the limited knowledge of human and the scientific fields should be combined to give human-being a complete description of the universe. Subject-oriented educational programs, offer the content of educational materials to the students very inanimate, abstractive and non-comparable with the quality of education. In this method whatever the educational materials become deeper, the learner will be led to separation from the natural life, having a single dimension personality, believing in learned materials by no reason, and accepting the competition instead of cooperation.The human-being in his life while facing a problem or a multi-dimensions situation, doesn’t ask himself that which part of the problem is related to mathematics or sciences or moral teachings but tries to solve the problem through providing with different fields of sciences and other needed skills(such as moral teachings).The article is to offer a way to get to the Combined Educational systems for Iran’s educational systems because this system is a problem-oriented system which highly tries to develop the social and moral skills of students.In this article the Combined Educational programs of science and moral teachings in several countries have been analyzed. The statistical universe has been selected from American, Canadian and Australian students. The method of performing this research is descriptive-analytic. The documents of primary educational programs and some other general and specialized encyclopedia of education have been used in this research.

This research has been conducted for analyzing the religious behavior of high schools students in Kerman (an eastern city of Iran). The goal of this article is to measure the relation of sex, type of school, students’ grade with religious behavior and also to analyze the relation and correlation of any religious behavior with the another. The method of research was descriptive of correlational type and the way of gathering information was through questionnaire dsigned according to basic religious knowledge of a high school students. The validity of the research method and its constancy were measured 84% and 95%. The statistical universe included 94 high schools (50 girls’ high schools and 44 boys’ high schools) in which 37 national and private high schools out of 94 were selected according to systematic sampling, then 15 students of each school were selected according to random sampling. Collected data were used to analyze the students’ religious behavior through using relative frequency and absolute frequency tables.Also through using Spirman and Pierson correlation coefficient the relation of sex, type of school, students’ grade with religious behavior and also the relation and correlation of any religious behavior with the another were analyzed. The results of this research show that: 92.2% of students demonstrated appropriate religious behavior There is a meaningful relation between religious behavior and sex, type of school but there is not a meaningful relation between religious behavior and students’ grade.

Islam (as a school of thought) has its own special educational system which is basically different from other educational systems. In the present time, it seems to be necessary to study on the roots of these distinctions. To clarify the elements of education such as goals, programs, methodology, and evaluation system and so on, it is necessary to theorize on human life areas from one side, and to obtain the consequences and educational implications, from the other side.Among the mentioned elements, the elememt of goal needs a new clarification. The present article tries to make a new clarification of Islamic Education goals based on human life realms. The results of the research show that designing and selecting educational goals need a theory and interpretation of human life in its different areas and considering them as a constant equilibrant whole.

The possibility of Islamization of humanities (and Educational Sciences as one them), has been an important discussion among the Muslim thinkers in recent years. Several definition of Islamized science have been suggested through this article and among them two definitions have been considered as the most appropriate ones as below:1st definition: The Islamized science is an empirical science which has been influenced by Islamic principals and teachings and has found a new form and shape.2nd definition: The Islamized science is a collection of religious teachings which is collected,compiled and regulated in a particular subject (such as Educational Sciences) It seems to be possible to Islamize the Educational Sciences based on above mentioned definitions.Non- empirical principals, goals, values and teachings can be very influential on an empirical science. Many reasons can prove this influence and based on this influence, the author believes that Islamic educational sciences can be formed according to the first definition.To prove the application of the second definition, it is necessary to clarify the area of religion functions. Since the most important mission of a religion is to guide the people toward spiritual perfection and it is completely similar to the goal of education, and according to lots stable reasons and witnesses, the religion has preserved its deep and perfect mission, the author believes the Islamized Educational Sciences can be derived from religion of Islam.