نشریه تربیت اسلامی
پیاپی 11 (پاییز و زمستان 1389)

Based on philosophy of theoretical education and its inferential approach, theory and practices of education requires metaphysics. This approach insists on the presupposition that musts and values deduce from beings and realities. Also, every type of theoretical wisdom creates a certain kind of practical reason. Through this article, the author is to confirm the possibility of deducing the philosophy of education from an Islamic perspective and inferred some educational implications of Islamic ontology. In Islamic philosophy, all philosophical discussions and metaphysical issues inextricably bound to ontology. Most important discussions - relating to this type of ontology - are as follows: the distinction between nature and existence, the primacy of existence, gradation of being and intensity of being. Considering the aforementioned principles, the article has formed from two main parts; first, the influence of Islamic ontology on anthropology and education, and its impact on the science studies and training.

Various branches are attributed to feminism which liberal feminism is the first of them and black feminism, post modern feminism and even Islamic feminism are the other ones can be considered in its historical career. All the branches discussed different ideas about equality or inequality of men and women and their differences. While liberal feminism insisted on equality of men and women, radical feminism emphasized the superiority of women over men and post modern feminism referred to their differences and unique features, in particular. With a criticizing approach, the present article is to study the problem of equality of men and women and the differences between them from Quran and Shiite Imams (peace be upon them) perspective. Applying twelve traditional reasons, it explains the differences between men and women from an Islamic approach.

Considering the role of textbooks in forming beliefs and values and the necessity of instruction for religious concepts through other subjects in one hand, and the importance of instruction for religious practical commandments in elementary levels in the other hand, this research is aimed to find a way which practical commandments including: pray, fasting, Jihad, one fifth, alms and Hajj can be presented in the elementary school textbooks such as Farsi and social textbooks. The method of research - being used here - was content analysis and the case was considered as record unit and frequency was as a counting method. Research questions are as follows: first, which aspects of the above-mentioned categories are considerable in the Farsi and social textbooks of elementary levels? Second, is the presentation of pray, fasting, one fifth, alms, Hajj and Jihad through fivefold level of elementary schools different from each other? Third, is their presentation through various subjects of those textbooks differing from each other, too?Results showed that 78.1% of the educational contents presented in the textbooks belong to Jihad, 16.48% of them included pray, 3.84% to fasting, 1.35% to alms and 0.23% to Hajj. While the research didnt report any content referred to one fifth. The principles of continuity and augmentation have not been considered by curriculum planners in the Farsi and social textbooks.

Suhrawardi and Bergson are from those groups of philosophers who paid a lot of attention to intuition. In this research, it is tried to deduce the educational implications of their philosophical bases. Studying the ontological, anthropological, axiological and epistemological bases of Bergson's philosophy, it is shown that time, evolution, intuition and change are basic concepts in his philosophy. But in the other side light has owned a particular position in Suhrawardi's philosophy. Although, both of them emphasized on individual will and intuition, but they had different views about God and human. While Suhrawardi discussed various forces, Bergson refers to the relation between brain and mind. Bergson's God is always under the change and evolution but God that Suhrawardi talked about is transcendental and does not accept any change. In epistemology, both of them strongly believed in intuition but they asserted that thinking is necessary for cognition. For Suhrawardi, the final goal of education is the achievement of supreme perfection - reaching up to God - and for Bergson it is to educate a logical-intuitive person. Educational principles which are deduced from Bergson ideas include: change, evolution, freedom, gradation. Educational principles which are deduced from Suhrawardi's are known as escape from neglect, self-esteem, patience and self-cognition. Intuition and thinking have great importance in the educational methods inferred from their thoughts.

The establishment of educational objectives based on religious teachings and the creation of a clear horizon for younger generation requires deeper view toward religious belief and claims new methods and techniques.Therefore, to explain the philosophical bases of an excellent system in ontology, anthropology and theology and its application in education, particularly its influence in providing insight and cognitive domain, not only the position of an excellent system in human thinking is mentioned, but also it referred to the Quran and its approach to the philosophical bases described for that system. Then the article discusses the effects and educational implications of an excellent system on moral and rational education. Some suggestions being considered here regarding formal educational method and its influence on later cognitive processes and at the end, it presented the way it meets with the aesthetic educational method which is used in education today. To justify the philosophical bases and educational implications, an analytical method was used.

The present survey is to explore the attitudes of students to martyrdom including four categories such as the attitude to the concept of martyrdom, holy defense, seeking martyrdom and following from martyrs. It is also to find the influencing factors on the attitude and their predicting power is investigated, too. Research method - being used in this survey - was a case study. The statistical society involved in all male and female students of Ferdowsi University of Mashhad at the second academic semester during 2008 to 2009. The number of people participated in the survey was 801 of students (285 male and 516 female) and were selected by cluster sampling method. To assess student's attitude to martyrdom a researcher-designed scale was used. Reliability of questionnaire was confirmed using the following methods; first, by conducting questionnaires which were repeated over time and second, by assessing Kronbakh alpha reliability with the coefficient 0.92. Findings, related to four categories of research, showed that students have a kind of semi positive attitude. But in three categories, i.e. holy defense, seeking martyrdom and following from martyrs, students did not reach to an acceptable level of agreement. Multi-variables regression analysis confirmed that religious and national identity were the only factors able to predict people's attitude to martyrdom; in comparison with national one, religious identity can better predict a person's attitudes to martyrdom. Their ratio is 43% to 12% for each of them.

Through a historical-fundamental research and following an analytical-descriptive research method and by referring directly to Ekhvan al-Safa treatises, in this article it is tried to infer and propose some of educational implications attributed to Ekhvan al-Safa. By the present article, it would be well clear that they paid a lot of attention to education. Considering the educational implications entered into their treatises, some of their educational implications such as nature, possibility, necessity, objectives, principles, factors, phases, methods and so on can be understood and thereby, it should be confirmed that how unfair are some uninformed and partial western scholars reductionistic remarks toward education in Islam.