افضل سادات حسینی

Perhaps if we had not faced the eclipse of the sun today, Shams' teachings and educational views would have been known to Iranians. Now we should re-read and listen to his instructions and words as a forgotten coach. An educator whose lessons, such as the invitation to a spirituality based on love and peace as an educational and cultural heritage, have crossed the boundaries of the time and place of his life and are still remembered by man and for man. The present article reviews the views and ideas of Shams Tabrizi from an educational perspective, after examining the adequacy of Shams' thoughts and reflections to receive educational implications, seeks the answer to the question of what are the characteristics and dimensions of spiritual education from his perspective. Rereading the views of Shams Tabrizi in this research, with a descriptive-analytical approach and in the interaction between the structure derived from the research literature of the field of education with analysis ,deduction and inference obtained by examining the content and text of Shams' essays. Based on this, we can talk about findings for spiritual education such as foundations (freedom, will, sincerity), principles (spirituality), goals (lovemaking and abandoning selfishness) and methods (silence, confrontation, dialogue). Spiritual education based on the recitation of Shams has cognitive (such as intuitive thinking), emotional (happiness and compassion) and practical (training of soul and spirit) dimensions.

The purpose of this article is to provide an explanation of the spiritual approach to religious education for the second period of childhood. This research seeks to answer the question that for the religious education of second period of childhood (ages 6 to 11 years), an appropriate approach that based on the principles of Islam, can institutionalize the basic factors of religiousness in this preparatory period; What goals and principles does it rely on? The proposed approach of the present study is a spiritual approach to religious education which is based on the views of Allameh Tabatabai in Epistemological foundations. The research method is descriptive-inferential. The proposed model for laying the groundwork for religious education in second period of childhood in this study, refers to the spiritual approach to religious education or spiritual-religious education. Findings of the article are Inference of goals and principles from some Epistemological foundations of Allameh, which plays a key role in Allameh's views. Principles of inference from Epistemological foundations, appropriate to the second period of childhood, is based on concepts such as : A) Attention and diligence in educational the sensory and imaginary powers of the child, B) Symbolism of religious concepts in attractive and diverse forms of art, C) Direct child's attention to Inner knowledge, D) Pay attention to the child's self- control to bedding Forqan.

From the perspective of phenomenology, this research considers the essence of education-Bildung and its different manifestations in the entire history of education. Relying on the first stage of phenomenology, we first turn our face away from the common, evident concept of Bildung. Then, via deconstruction, we will ask about historical phenomena and the nature of Bildung, which will eventually look at the common feature of Bildung or its essence from Heidegger’s perspective. Historically, none of Bildung’s phenomena are essentially the same. They are phenomenal possibilities in the history of education. Every one of the phenomena has the temporal disclosedness of education-Bildung hidden within it, however, none of them can take hold of its totality under their control. Here, the essence of education-Bildung, in its phenomenological expressions, will be deconstructed and in a negative Heidegger manner, we will show that none of these phenomena are the total essence of Bildung. Hence, the essence is embedded in the context of time, which is a kind of openness and caring, as well as the development of the human essence in the overall sense. The essence is both disclosed and hidden in Bildung’s manifold manifestations.

School as an institution that has the most valuable time of human life is very effective in the emergence of creative behaviors. Therefore, creating a suitable environment and a good environment for the growth and creativity of learners is felt as a necessary need more than before in our country, especially in the elementary school. The aim of this study was to design a creative school model for the elementary school and to validate it from the perspective of specialists. The research method was a combination of sequential exploratory (qualitative-quantitative).The research method in this qualitative phase was comparative-documentary and in the quantitative phase was descriptive-survey research using Delphi technique. Sampling method was purposeful in both phases. Therefore, in the first phase of the research, 283 written documents (documents, articles and books) related to the subject were analyzed based on inductive content analysis using ATLAS.ti software and the approach of NCT. In the second phase, a questionnaire containing 12 questions which was designed by the researcher was distributed among experts in the curriculum and creativity field. Data were analyzed using Excel 2010 and SPSS 19. The results of the study showed that the creative school has six dimensions and three components. The dimension of creative curriculum contained nine components, the dimension of creative students contained three components; the dimension of creative family had five components; the dimension of creative teacher contained five components; the dimension of creative principal contained four components; the dimension of creative culture contained four components. Moreover, the results of model validation based on the opinion of curriculum experts and the creativity was desirable.

The present study aims to identify the dimensions and components of creative schools at primary schools. A qualitative study was done based on the documentary researc. A purposive sampling method was done based on inclusion criteria. To do so, inductive content analysis was performed, using ATLAS.ti software –NCT approach. So, 283 relevant written sources (documents, articles and books) were analyzed at the theoretical saturation level. The creative school consists of 6 dimensions and 30 components. The “creative curriculum” dimension consists of 9 components (curriculum goals, curriculum content, teaching-learning strategies, instructional materials and sources, learners grouping, Learners' learning activities, space, time , evaluation), “creative student” dimension consists of three components (cognitive-thinking, attitudinal-interest, behavioral-functional belief), the “creative family” dimension includes five components (economical-social status, parents’ educational level, the emotional setting of the family, child upbringing, parents’ innovative attitude), the “creative teacher” has five components (class leadership, thinking in the classroom, awarding, teacher personality, knowledge and professional skills), the “creative manager” dimension includes four components (management style, creative view, creativity development in teachers, Human relations and interaction) and “creative culture” has four components (involvement, embracing creativity, investigative spirit, freedom of thought and action). The results of this study could be used as a stepping stone for teachers, experts, designers and parents to design and create environments based on creativity.

Because of hybrid nature of language, it has conceptual and existential aspects. Ideas of Socrates caused conceptual aspect to be focused on and the existential one neglected. In Heidegger and Niche’s view, neglect of the relation between phsysis and logos and forgetting the role of language in emerging the existence and it’s inability to adapt with becoming of the existence, caused the essence of existential aspect to be obsolesced; and through degrading the subject from ontology to epistemology by Kant, needed ground for the supremacy of conceptual language was provided. This process was accelerated through  submitting the theory of Formal language caused this process to enter a new stage which led to accepting Gestell like an inevitable fate that was the result of need of human in this context . Nietzsche and Heidegger find a solution in this era of hardship. They try to provide a situation in which another type of human and universe appear via attention to existential language and revival of ontological thought against the virtual type which has predestined conceptual language and antique thought.

The main purpose of this study is to overcome the vulnerabilities of constructivism approach to history education and providing an alternative concept for student participation in this approach based on hermeneutical thought of Paul Ricoeur. The method of the research is conceptualization and philosophical induction. Findings indicate that constructivism in teaching history is vulnerable in positions like objectivity of the historical event and relativism in student interpretation. The metaphorical look to historical texts and the model of validation of guesses are the solutions that this article proposes. The appropriation of the world of historical text is also an alternative idea for active participation in learning.

The purpose of this study was to identify the role and application of the concept of metaphor of Lakoff in thinking teaching. This research has been conducted with conceptual analysis method of 30 selected sources in two parts of the technical language and the conventional language. The results of technical language analysis indicate that the role or outcomes of conceptual metaphor in the teaching of creative thinking can be generally divided into two cognitive and social domains. Cognitive outcomes include: developing the skills of reasoning, improving the ability to reason, and rational and formal ability, and the ability to conceptualize, and from the social consequences of learning logic and reasoning to speak, learning to speak properly, principled, attractive and thoughtful, and reinforcement of spiritual and everyday speech and the like. The results of conventional language analysis show that thinking education is mostly metaphorical and metaphorical, and the choice of different metaphors can have different educational outcomes. The use of conceptual metaphors in teaching thinking is effective in facilitating learning and learning, and teachers can, for better thinking, use students to direct their thoughts, ideas and phenomena, both metaphors, and that learners create metaphors to improve their learning and to creativity in their thinking. Teachers and educators should, in the process of teaching teaching, while working with children, follow the offending and gradual stages. At the end of the article, a typical model for the teaching of creative thinking based on conceptual metaphor was presented.

The transformation of the concept of metaphor and its functioning is a miniature of language studies that depicts different linguistic approaches, such as the spectrum of one side of that formal language Russell and Wittgenstein, and the other side of Heidegger's artistic and existential language. In contrast to the symbolic and positivist view of the early analytical philosophers who believed that clarity and resolution were desirable, the Nietzsche and Heidegger's poetic and existentialist approach looks ambiguous, mysterious, and even madness as a way of life. With different distances from this spectrum, there are different thinkers and currents of thought, each with different teachings. This research, by presenting a brief account of the transformation of the concept and function of the metaphor, shows that the concept and function of metaphor are increasingly removed from the rhetorical tradition, sometimes as the nature of language, and sometimes as a description of cognitive and educational processes. The educational result of the report is the conceptual and functional development of metaphor, the recommendation to modify rationalism, focus on the imagination and highlighting the aesthetic approaches, pluralism and acceptance of different narratives, distance from the dogma of empiricism, respect for nature and increasing environmental concerns, and increasing attention to mother tongue.

Holistic education is one of the educational trends of the late twentieth century, which, resting on spiritual foundations, attempted to overcome the shortcomings of modern educational theories. Although the origin of this approach can be found in the works of contemporary Western educators, this paper traces its roots in the old Eastern philosophical and spiritual thoughts centered on Daoism, and illustrates the encounter between the contemporary form of this approach and its eastern form in ancient time .Using content analysis and philosophical evidence, this paper first elucidates the fundamental components of Daoism in the original texts of such books like “the Tao Te Ching” by Lao Tseu and Ching tse, and then deals with the part which this approach has in holistic education. Considering the fundamental themes of Daoism, such as the nature of Dao, the collapse of the conventional system of values, self-monitoring and negation of mind and language; the basic educational concept of "fluidity”, its basic purpose of "liberation from mind" and the fundamental concept of learning" not-learning" reveal the truth of Dao.

Classroom structure has plenty of influence on learning process. Creative education environment is one of the most important influential factors in learning quality as one of the effective variables on the intrinsic motivation. In this study, the relationship between creative education environment and self-regulated learning strategies and mediation of intrinsic learning motivation was studied. 300 female students of the university of Tehran, from faculties of psychology, social science and economy, were selected based on convenience sampling method to respond to the questionnaires of actual creative education atmosphere, spontaneous learning strategies MSLQ and intrinsic motivation AMS. The results were analyzed using structural equations modeling. The obtained results showed that creative education atmosphere has significant correlation with the self-regulated learning strategies and the relationship between creative education atmosphere and self-regulated learning is mediated through intrinsic learning motivation. So, according to the importance of self-regulation and intrinsic motivation in the academic achievement, it is suggested that conditions be created for students to enhance the intrinsic motivation, use of self-regulation strategies increases. Consequently, results indicate that the creative education atmosphere influences the use of self-regulated learning strategies directlyand through mediation of learning motivation

Positive psychology has been established not only to expand and improve the abilities of individuals, but to promote endurance, to improve life quality, and to create a shield against psychiatric symptoms. An enhancement in abilities and positive attributes should be the permanent factors in all treatments, because these Interventions decrease disease symptoms, prevent their reversion, and improve skills of individual and social life. This study aims to analyze and evaluate the factors of positive psychology in Mawlana's stories, and its use in the training of adolescents. The results of the study indicate that the components of positive psychology (such as: hope, optimism, happiness, satisfaction, moral virtues, forgiveness, appreciation, meditation, and seeking meaning) in the stories of Mathnawi cause prosperity, development of internal and mental capabilities, and obtaining moral virtues. The mentioned factors would help teenagers to resolve difficulties, crises and other undesirable events. They cause the physical and mental health and improve the individual, familial, and social relations.

In recent years, there have been an increasing number of studies on the effect of natural and artificial environments on humans. There is much evidence that being in natural environments, or just looking at nature, promotes recovery from stress. In the residential context, it has also been suggested that views of nature from windows enhances residents’ sense of well-being. Viewing a 10- minute video dominated by natural elements (trees, vegetation, or water) after the participants were stressed by a video of industrial accidents facilitated recovery from stress, as indicated by lowered blood pressure, lowered muscle tension, and skin conductance. Young children spend most of their time at home. Although some spend a lot of their time at outside facilities such as daycare center, kindergarten, or school, most children still recognize home as their permanent space. They become attached to their home and feel safe and secure. When they are at home. They attach meanings to their home and that becomes part of their culture. Children’s experiences and images of early childhood are "the most deeply scored and enduring". Children develop interests at this environment, which helps them resolve inner conflicts, make sense of their existence, and develop self-regulation and self-concept. Cohen states that "the passionate interests of young children can be thought of as the seeds of adult creativity. Creativity has been the subject of interest and study for the past 60 years. Because of being in growth ages, activation, promoting and directing creativity in children is important. Still, creativity is mysterious! It is hard to do systematic analysis. This makes it hard to understand and explain why and how creativity happens and what elements it is related to. Furthermore, the variety of definitions of creativity among researchers makes it even more complicated to understand and study because there is no definitive meaning accepted by all. People define creativity as the ability to produce novel and original work within specific framework and limitations. Children are creative by nature. Social psychologists argue that creative people begin their creative production early in life. The focus of research on the creativity has been from psychology features to the impact of the physical environment on these features. One of the ways to promote creativity, using the impact of natural or artificial environment to create and enhance the creativity factors in children. Literature suggests that Space and environment in creativity and its quality of growth have an important role. This spaces may be natural spaces or artificial space and in other words the architecture environment. But the construction of architecture to influence the cultivation of creativity is very pale. The real question is, which features in residential space impact on the promotion of creative task. The present study seeks to achieve residential space design principles that will enhance children’s creativity. This research is developmental and research method is descriptive that is done in five main step. Then, using the survey method one of descriptive research methods, Second stage and third stage of the research community are psychology experts and architecture professionals. Fourth stage research community are 3-7 years-old children in Tehran from district 4. After selecting the sample and data collection by interview, questionnaire, using inferential statistics, hypothesis tests are proposed. To evaluate the hypothesis of descriptive statistics and statistical indicators set by the frequency and inferential non-parametric Spearman test, multiple linear regression test and Friedman nonparametric test was used. According to the findings, physical environment in residential spaces affects the development of children’s creativity and in residential space, using natural elements, creating a safe space, complex space and flexible space, through a positive impact on children’s motivation for physical activity(playing), mental relaxation, initiative and Child’s curiosity children’s creativity can be promoted. The present study seeks to achieve the design principles of residential space that will enhance children’s creativity.

The purpose of the present research is to determine the effectiveness of creative teaching art on growth of creativity in third grade students of elementary school.

Approach: The present study belongs to semi-experimental studies with control group and pretest and posttest .108 students attended the present study (84 in experiment group & 24 students in control group) .the experiment groups are taught art creativity in 23 sessions. The Torrance Test of Creative Thinking (A form & B form) and The Johnson Creativity Check-list are given to them in pre-test and posttest.

Finding: The analysis of data based on Co-variance shows that the creativity in experiment group increased significant in comparison to control group. In addition, in contrast to the control group, there is a significant difference in the pre-test and posttest of the Johnson Creativity Check-list in the Students of experiment group.

Regarding the significant difference between these two groups, creative teaching has a great effect on students.

In the history of twentieth century philosophy of science in four major transformation has occurred, each of which has had great impact The first discourse positivism, the second discourse is Karl Popper, the third discourse, structuralism and Relativism of Thomas Cohen and fourth discourse, hermeneutics. Hermeneutics can solve many problems in the field of education. This paper discusses the history and roots of hermeneutics and its implications in the field of education has been analyzed. The purpose of this study was Hermeneutics as a discourse which has affected of education, Hermeneutics is the one of the theories of Appropriate for the processes of education. To achieve this important goal of this research method of analysis - analytical used. The results show that Hermeneutics in the fields of students, education, evaluation scope and methodology for education has significant implications.

The present is centered on a comparative analysis of the goals of moral education in the elementary level of the educational system in Japan and Iran with respect to the values governing the elements of curriculum. A comparative analysis method is used in this research. The comparative study of the moral education in the formal educational system in Iran and Japan can have the form of macro-analysis or micro-analysis. Some of the findings of macro-analysis show that the goals of moral education pursued by these two countries are very much alike in four areas. In Iran's curriculum, these areas are: one’s relation with one’s self, one’s relation with God, one’s relation with others and one’s relation with creation. In Japan's curriculum, they are: self-analysis, one’s relation with nature and having idealized views, one’s relation with others and one’s relation with group and society. Of course, in Iran’s curriculum, God has a pivotal role and the other areas are arranged according to this role. However, micro-analysis, which focuses on the study of every goal related to the moral education in the elementary level of the formal educational systems of these countries, is divided into three types, which are as follows: first, those goals which overlap each other; such as "the child is polite and kind" and "he/she works hard to achieve success"; second, those goals which are characteristic of Iran and are not detectable among the moral goals of Japan, such as "the child likes and observes Islamic veil" and "he/she forgives others for their ill-treatment"; and finally, those goals which are characteristic of Japan and not detectable among the goals related to the moral education in Iran, such as "respecting other cultures and holding people of other nations in high esteem” and "collaborative work and feeling a sense of responsibility".

Creativity is the highest cognitive and public ability which some believe that helping for its improvement is the main goal of educational system. Reaching to this goal needs to have programs and methods to help training creativity. In spite of that, looking at the educational programs in the country indicates that considering the ability of creativity has no specific position. Actually this loss, especially in the pre-school program which has fundamental function, makes problem.Goal: Solving the shortage of creativity and helping to improve this ability in learners is the main goal of the research. This research is a kind of experiment with control group. The sample of research was a group of pre-school learners which were randomly divided into two groups of control and experiment with each group being ten persons. The program of story creation was made and tested in twenty training sessions. The efficiency of the program was achieved by using Torrance Tests of Creative Thinking in pre-test and post-test. The results show that after performing the experimental course there is a meaningful statistical difference between control and experiment groups in creativity. Applying the story creation experimental course helps the improvement of children's creativity.

Barriers to creativity in general contains to four historic-cultural barriers, social-environmental barriers, organizational barriers and personal barriers. Cognitive barriers counted as important barriers of creativity. Meanwhile mental model consider as the main kind of cognitive barriers to creativity. This research has been designed for the purpose of studying relationship between deterministic thinking with creativity and emotional creativity among students of public universities in Tehran city in the academic year of 2011-2012. 200 students were randomly selected as sample group using cluster sampling method. For studying deterministic thinking, Yunesi deterministic thinking questionnaire included 36 questions with 4 subscales has been used. For creativity, Abedi creativity questionnaire included 60 questions had been used. For studying emotional creativity, Emotional creativity scale included 120 questions had been used. For checking collected data descriptive statistical methods, Pearson correlation coefficient, and regression analysis has been used. Results revealed that there was a meaningful relationship between deterministic thinking and creativity (r = -0/40). Also among the subscales of deterministic thinking the relationship between absolute orientation and deterministic thinking in negative events with creativity is meaningful. While the relationship between deterministic thinking in interaction with others and deterministic thinking in predicting future with creativity is not meaningful relationship. Moreover, the relationship between deterministic thinking and emotional creativity is a meaningful relation (r = -0/47). Also the relation between deterministic thinking in interaction with others and deterministic thinking in negative events and absolute orientation with emotional creativity is meaningful relation but the relation between deterministic thinking in predicting future with emotional creativity is not meaningful. Based on these findings, we need to eliminate cognition barriers of creativity such as deterministic thinking with teaching and giving advice.

This paper addresses the issue of spiritual training from the perspective of Allameh Tabatabaie. The paper has two sections; in the first, the concept of spiritual training has been addressed. the methodology used in this section is progressive analysis; that is, after the investigation and adaptation of the presuppositions from the philosophical and Islamic approach by Alameh, the meaning of spirituality is analyzed and then the concept of spiritual training is inferred; in this perspective, spiritual training consists of directing the process of abstraction of self, compatible with godly nature which is achieved through reinforcement of tendency, acquisition of knowledge and contiguous practice. In such a way, the aims of spiritual training would show the cognitive, tendencial, and practical dimensions. In the second section, some of the principles And methods of spiritual trainings using the Franna induction has been developed; principles and methods such as the principle of dissimilarity of God to other creatures, and the praising form of Zhekr, purification of thought, and concentration on an imagery form, internalization principle, and the repetitious form of practice