نشریه تربیت اسلامی
پیاپی 19 (پاییز و زمستان 1393)

The aim of this research study is identification and description of the perception about mahdism. The methodology of this research is phenomenological which has focused its attention on life experiences and the perception of the human. The instrument used in this study is the semi-structured interview administered with third grader high school students in Kashmar. After data collection done through Smith, the data were analyzed and the main five themes extracted are as follows; believing in the 12th Imam, knowledge in the 12th Imam, the reason of absence, philosophy of Dzohour, waiting for Dzohour. The findings of the research revealed that all the students admit the existence of the 12th Imam are interested in Dzohour and helping him; they have just superficial and holistic perception of the Imam; regarding the principles they are aware of, in practice they do not pay enough attention and are, in terms of behavior, weak and do not consider themselves as real awaited.

The Main aim of this research is the investigation of the conditions of the women employment, educational-psychological outcomes and its effects on family system especially for bringing children. This study is qualitative and descriptive-analytical. The results show that Islam does not disagree with women's employment, though at the same time does not encourage it. There have been some conditions for women's employment; the results also reveal that women's employment, provided that it is not compatible with their physical and mental capabilities, would make serious educational, spiritual and psychologicalharms in the family especially for bringing children.

In surahs and stories of Quran, there have been some discourses between the persons and personalities on the basis of which the parameters of the correct educational discourse can be discovered. To this aim, 132 cases of Quranic discourse were educational analyzed. The methodology of this study is documentary- interpretative. The question this research attempts to answer is that what parameters can be obtained in order to be applied as an educational method. The parameters found in the study are using questions instead of addressing, observing position politeness, addressee-tuned speech, building trust in the discourse, profound in the course of discourse, paying attention to reasonable request of the addressee, seeking evidence for the claim, reason-based discourse, organization of discourse, in real situations, deepening the belief of the addressee, providing opportunity for asking, indirect education, needs analysis of addressee in the discourse, using encouragement and punishment and using post hoc judgments.

The main aim of this study is to determine the model of School builder NGOs and discovery of the common relations based on path analysis. The population is country-wide selected through stratified random sampling based on the variables and the samples (22*15) and Morgan and Kerjesi model to select 370 persons as the sample. To measure the psychological, social and cultural factors taken from 13 tests such as NEO personality test, optimism, general self-efficiency, modernity beliefs, religious beliefs, materialistic values, metaphysical values, basic needs (qualification and special relations), moral self-independence, moral motivation, promotion motivation, moral emotions, and humanitarianism. Analysis of the quantitative and qualitative data was done by SPSS 20 and Lisrel, respectively. The main factors of humanitarianism consisting of instinctive morality, monotheistic morality, self-oriented morality and the coefficient of the standard beta were meaningful,. 49,. 13,. 24, respectively at. 01 level of significance. The other intervening factors reported in the self-oriented variable include personality traits (B=.28), internal values (B=.45), and external values (B=.13). The moderating variable of humanitarianism in instinctive morality reported include traits of personality (B=.33), internal values (B=.28), external values (B=.26) and social factors (B=.24). In monotheistic morality personality traits (B=.75), internal values (B=.66), external values (B=.84), and social factors (B=.10). Therefore, humanitarianism is a function of self-oriented morality, instinctive morality, and monotheistic morality. Moreover, humanitarianism morality is an implicit functions of personality traits, internal values, and social factors.

This research, through inferential and analytic methodology, investigates the relationship between the most important ways of acquiring knowledge, namely, intellect and feeling, from Avicenna view and the effect it may have on curriculum planning. In this study, it was found that intellect and feeling in acquiring most of knowledge are interrelated. Feeling provides background for development, and intellectual ability of human being. At the same time, intellect plays role in clarifying and accrediting emotional knowledge. Though these two in collaboration can enhance recognition and knowledge of human, but intellect plays a more elevating role as human-specific characteristic and is related to active intellect. Such attitude has some implications in curriculum planning which are represented through the framework of aims, content of the material, and methods of learning. Findings revealed that recognition and closeness to God form the ultimate of curriculum. The significance and intellectual credit and the ability of understanding are the most important principles of the content of curriculum. Activeness of the learners and employment of different senses are the elements that should be considered in learning.

This article is an attempt to elevate the origin of education from outside to inside, form acquisition to discovery, and from indoctrination and prescription to inspiration and abstinence. The reason is that the aim of education is achieving wholeness of one by actualization of the whole instinctive capabilities and in this path, one would experience the divine substance of his soul based on the verse of "breathed into him of my spirit". The instinctive method of education is doing, heartedly, and intuitive not indoctrinating and exigent. The effects of divine and abstinent reactions, contrary to descriptive reactions, are free, fluid, and indirect and lead to discovery and intuition in the addressee. In this perspective, education is as actualization of internal substance of humanity which is made visible through extraction and discovery – not transition and acquisition.

The aim of this article is elucidation of the philosophy of resurrection believing from educational perspective, based on Quranic verses in three pivots of nature, necessity, and aims, principles and methods. To this aim, the methodology used is the philosophical analysis and inferential. The introduction of resurrection believing through reasonable progressive analysis based on Quranic verses has been elucidated. The methodology used is deductive and the results show that the two descriptive and prescriptive propositions have been extracted based on educational principles. Overall, the basic elements of nature of resurrection believing are mindfulness, nature-dependency of human, certainty and believing in mortlaity of the world, continuity of human life; the aims of resurrection believing are elevation of wisdom and its manifestation in in all the affairs, emergence of the right vision to worldly life, and responsibility, faith along with intellect, return to self, knowledge giving, continuity and avoidance. The ways to get to these are questioning, problem solving, brainstorming, mentioning, cooperation, modeling, admonitory and preaching.

It was three decades ago that the idea of establishing Islamic education courses as an academic discipline was proposed. To do so، several educational and research centers have been established. This study is an attempt to minutely mark out the goals of this plan and study the extent these centers have succeeded in achieving the goals and remove the barriers in the way. To answer the questions، a survey study and qualitative content analysis were carried out. Findings revealed that (1) the achievements in this area، though in itself considerable، and has given identity to the philosophy of education، history of education or Fiqh-AlTarbeyyah، is still in its infancy and the position of human، structural and functional indicators are not compatible with the drawn aims. As a result، the qualitative and quantitative level of the knowledge made in sub-branches of education delineate serious gap between the present situation and the desirable one. (2) different barriers such as bio ecological، methodological، and political ones has slowed the educational studies; among the factors، the most important one is lack of required theoretical bases for drawing comprehensive scientific map to fulfill the abovementioned aims.