نشریه آموزه های تربیتی در قرآن و حدیث
سال دوم شماره 2 (پیاپی 4، پاییز و زمستان 1395)

Growing spirit and mind of human beings and educating the religious society based on inculcating holy Quran's preaches an inseparable tie with the belief to resurrection. One of the important qualities of resurrection that doing it is preserved by the God and it being hidden finds meaning for educating human beings. Its date is determined by the end of the world. From Holy Quran view the symptom that causes the resurrection to be hidden .on the one hand it makes a person responsible for freedom in work and set promising view with fear and hope and makes him an honest hard worker and set free from carelessness- fear- agitation- and secularism. On the other hand, it leads human beings to attend human society to divine presence with compliance- being responsible- ethical- expectation- permanent readiness. Finally, it makes a wide range of enemies of Gods religion passive and desperate. In this essay, we are going to explain the most important educational benefits of concealment of the time of resurrection from the prospective of Quran verses by using the interpreters view.

In this research, the nature of educational interpretation has been considered. In this regard, firstly, the nature of this interpretation has been explained in terms of revised typology from the Available perspective of educational interpretation and based on the three main criteria, the method of interpretation, the inclusion of verses (Ayat) and meaning of education, for each of the following points of each criterion, the most important substantive and accidental features, which together made the nature of any educational interpretation, have been elaborated. In order to determine the nature of educational interpretation, in terms of desired typology, the nature of educational interpretation was determined based on aim of educational interpretation that is desirable and comprehensible. Below goal of educational interpretation, six classes include extracting and describing educational points, comparing them with the findings of other sciences, revealing the Quran truths, Confirmation Quran/educational sciences propositions, extracting educational elements, and theorizing. Subsequently, the nature of each of these classes was analyzed. All of these classes, exception of the theorizing, have two characteristics, a limit view to educational interpretation and limitation in achievements and products. Accordingly, theorizing was expanded as an accepted essence for educational interpretation. In order to explain this nature, discussions such as the breadth of the view to education and the promotion of educational interpretation were introduced in the form of proactive view that did not satisfy to existing knowledge and seek to reconstruct this epistemic domain, and ultimately, main idea of this research, that's mean the orizing, some of its requirements was examined.

Each set moves towards perfection with a desirable perspective by designing its fundamental goals and it pursues its basic goals. Among the elements that form the educational perspective of the religious community, educational components are focused on the goals of the author due to orientation to the goals of the perspective. The current research is descriptive-analytic and Qur’anic-ritual attitude. To answer this question, “what are the educational components of the perspective of the religious community”? The findings of the research in this regard are that the growth of human perfections is one of the educational goals of the religious community. Considering the principle of underinvestment of educational issues in creating the perspective of the religious community, these goals, which are more effective, is a religious community in the current world. As a result, the most important educational components of the religious community that have a central role in the perspective of the vision are divided into four dimensions: "knowledge, ability, beauty and goodness" and based on verses and narrations, has been studied.

One of the new scientific fields that is directly related to the human mind is the cognitive field that increases the number of interdisciplinary researches in this area. The field of “ethics “and “education”, due to the psychological nature and direct connection with the mind and its complexities, can be examined through such studies. Cognitive science and its related sciences, such as cognitive linguistics, have provided researchers with the means of conducting research that reveal the relationship between cognitive science and education. The researcher also intends to take a negligible step by using this tool in the semantic decoding of the Quran. One of the principles of cognitive semantics is conceptual structure. According to “Johnson”, our experiences of the outside world create constructs in our minds that we express to their own language. Human beings construct their physical experiences according to conceptual structures which help them comprehend more abstract experiences. “Mark Johnson” categorizes these schema within three categories: path schema, containment schema and force schema. This article has investigated the frequency of this tool in conveying moral concepts in the Holly Quran to the audience. For this purpose, 6236 Ayah from the Holly Quran were investigated and analyzed on the basis of frequency of image schema. The findings show that the most frequency belongs to path schema with 57.5%, then containment schema stands at the second step (total percentage of 32%). Force schema (with the percentage of 10.5%) is the less frequent one. The most frequent moral issues belong to Revelation, Prophecy, Obey and Follow, Heaven and Hell. Other issues like wisdom, Misguide and Rebellion were identified as grade two and grade three concepts according to the frequency of happening.

This research seeks to present a new conception of the hadith about punishing the child in the direction of his education and guidance. Hadiths are divided into two categories; one category denotes the legitimacy of punishing the child, and the second category implies the opposite of the first category. Both categories are discussed in terms of the implications of conflict resolution between them. What comes from the concepts of the hadiths of the Prophet (pbuh) and the infallibles (a) is not to harm the child's personality because he has subtle emotions that are shaped and developed in the context. His development requires a healthy and appropriate educational environment. In the contemporary times, due to the complexity of human societies and the increase of crimes and delinquency, it is necessary for the education of children, to receive appropriate punishment with their spiritual and emotional state and appropriate from the point of view of the hadiths .The present article aims to investigate the punishment of the child from the perspective of the hadiths in an analytical descriptive manner.

The lies of Islamic scholars can be examined from both moral and legal points of view. Divine divinity, based on the true nature of mankind, is opposed to "lies" in all aspects of human life. Therefore, in denying a lie, there is no difference between any divine religion, including Islam and Christianity. In the meantime, the axis of conflict turns to lies. In the belief of Christian thinkers, lies are no exception and their examples are broad and include different situations. While Islamic scholars, considering the important and important rationale in certain situations and circumstances, introduce cases such as Thouiry and Taqiyah as strategies for the elimination of threats and threats. This has led some Christian scholars to accuse Islam of allowing and accepting lying. The present study, by way of explanation and analysis of the content, by comparative analysis of the lies between Islam and Christianity, proves that, despite the controversy and allegations, there is no difference between these two religions about the lie of falsehood, and Touiry and Taqiyah are neither lies in Islam nor in Christianity and it is not a lie.