جمیله علم الهدی

The aim of the present study was to investigate the philosophical infrastructure of professional ethics education in engineering colleges along with the introduction of important and neglected philosophical approaches in this field. Philosophical school of thought, in addition to being regarded as lenses for examining engineering ethics education, are also influential in setting engineering education programs and can create a balance between scientific and non-scientific subjects. In this way engineering colleges can train engineers who are both experts in science and knowledge, and also have engineering ethics. In this field various studies and results have been reported.  By a systematic review method the studies at the end of 2021 are compiled and compared. The Scopus and Magiran search engines are searched by examining the terms “philosophy” and “engineering ethics education” in the title, keywords and abstracts of articles. The results of the studies show one important philosophical infrastructure and eight neglected philosophical infrastructures. 82.76% of the articles considered modernism as the dominant but ineffective approach, and 65.52% of the articles identified the lack of attention to the comprehensive (inclusive) approach in teaching engineering ethics as the most neglected approach. The position of postmodernism, phenomenology, human-centered, comprehensive, religious, collaborative, situational, critical, constructivist approaches in educating ethical and professional engineers are empty in the current era.

The aim of this study was to understand flipped instructors in Iranian higher education, emphasizing its benefits for learners that instructors face when teaching in flipped classes in a public university. In particular, this study listed the best strategies for implementing flipped classrooms. The present study was a qualitative study in terms of purpose and in terms of research method it was considered qualitative based on interpretive paradigm and with inductive approach. The research tool in this study included a semi-structured interview used to collect information. Thirteen professors who had previously taught in flipped were interviewed. The data were analyzed using content analysis method. The peer review was used to increase the reliability and validity of the analysis. The findings of this study showed several benefits related to the use of flipped teaching method in Iranian higher education including: 1) increasing the quality of learning, 2) strengthening high-level thinking and 3) socializing learners. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes.

The higher education system is subject to rapid change due to its dynamic nature and these developments are affecting higher education systems with different origins, therefore, knowing these developments and recognizing the factors that cause them can be very effective in regulating this area. To this end, the present study examines the drivers of governance reform in European higher education systems. Because comparative studies are considered as one of the ways to achieve the existing knowledge in this field, which promotes the views of policy makers. Therefore, the aim of this study is to investigate the factors driving the reforms in the governance of higher education systems in European countries. The reason for choosing European countries is the extensive changes in the higher education systems of these countries after the 1990s. The countries of this continent have been selected based on the traditional division into Eastern and Western Europe. After reviewing scientific and policy documents on governance reform, three countries, Germany, France, and Italy were selected from Western Europe, and Poland, Romania, and Bulgaria from Eastern Europe, which had more complete documents. The approach of the present study is qualitative research and has been performed in four stages using the comparative method of Bereday. Thus, after reviewing and analyzing the content of documents related to countries, the driving factors were identified in two general categories of "internal and external factors", each of which had a number of sub-factors. Finally, approaches to examining reforming the Iran's higher education system were provided.

The plurality of definitions for "education" in different societies and cultures is considered as a challenge to acquire a unique and shared understanding of education at the conceptual level. In this regard, in the "theory of Etebariat", Allameh Tabatabaie has provided a reasonable basis to elucidate the plurality of social agreements. In the present study, by extending his theory, we try to explain education as a post-social Etebariat. As a result, education is considered the outcome of perception of both talents and inabilities together, which relies on affection and compassion to assure the fellowmen's survival. To find a proper relation between the truth and Etebariat in theory, we distinguish between the four concepts: position, origin, reason, and effect of the Etebariat. Based on this distinction and a new configuration for the cancellation and non-cancellation of Etebariat, we explain the relation in the context of education. According to this analysis, based on observation of creational education and transformation of the creational necessity contained therein, education is a convention between autonomous people. Therefore education is a social convention for a process involving two or more people, which ensures acquiring or developing some virtues, and it is considered mutual, gradual, purposeful, and based on affection and compassion.

Nowadays, virtual education has become one of the most important applications of information and communication technologies in the world and extensive activities have been started in this field. This can be one of the favorite options to fill the educational gaps, in the unavailability of face to face education and eventually leading to the promotion of educational justice for people in rural and remote areas. The aim of this study was determing whether those who were the target audience for this form of education have perceived it as a fair experience. To be more precise, which part of this type of education has led to a feeling of justice in these individuals and which part has led to a significant feeling of injustice in their experiences. In short, the aim of this study was to investigate the experiences of virtual students of Tehran’s comprehensive universities of the state of educational justice in virtual education in order to determine its aspects and dimensions.

This study was conducted as a qualitative research using the phenomenology method. One of the suitable cases to apply the phenomenological method is providing an answer to the following question:  Is there any need to further clarify a specific phenomenon?  The state of justice in virtual education has not yet been properly studied in any research; therefore, the researchers in the present study selected the above approach to study this issue. Based on its goal, in this study, standard sampling was used among virtual students who have experienced virtual courses of Tehran Comprehensive Universities (Amirkabir University, Shahid Beheshti University, Iran University of Science and Technology, K. N. Toosi University of Technology and Tehran University) and met the criteria for being included in this study. The sampling process continued until the data were saturated in 32 interviews. A semi-structured interview was used for data collection. The interviews were analyzed using the Smith method. In order to confirm the validity and accuracy of the research, the reliability and verifiability of the data were examined. To ensure validity, the findings of this study were presented to the participants and they expressed their views to the researcher on the correspondence of the findings with their experiences; moreover, collaborative reflection on the emerged themes was conducted by the researcher. The researchers ensured the validity of this research by maintaining the documentation at all stages of the study. Due to ethical considerations, before starting the interview, the participants were informed of the goals and importance of the research and participated in the research with informed consent. Participants were also assured that their identity would be kept confidential during and after the study.

The main question of this research was: What experiences do students have regarding justice and injustice in virtual education? In analyzing the interviews, the main concepts were extracted from the sentences expressed by the participants and were represented in a reduced conceptual form, resulting in 153 descriptive codes. In the next step, by reflecting on the descriptive codes, overlapping, similar, and related codes were identified. These concepts were integrated in the form of 20 interpretive codes based on commonalities, similarities and semantic overlaps. Finally, in the last step, the interpretive codes were reduced to 7 explanatory codes: students' equity with different characteristics (geographical condition, job status, and learning competence), students' equality in their interaction with professors (equality despite  differences in appearance features and cultures), lack of real interactions (short and fragile interactions), content problems (non-practical content, lack of supervision in content development and lack of codified and specific planning in presenting courses), organizational misconceptions toward virtual students (having capitalistic attitude to students and not paying attention to students' real abilities), inequality in the use of facilities and costs (high educational costs and inequality in the use of facilities), and inequality in  providing educational services (lack of appropriate organizational behavior patterns suitable for virtual teaching, low staff number to meet the educational needs of students, high number of students in classrooms and the use of inappropriate teachers for teaching).

Justice and its realization has always been one of the main slogans in the field of education. Participants in the present study have sometimes focused on communication and sometimes focused on the facilities provided in the training process. If we take a general look at the themes obtained, we can divide them into two spectrums of justice and injustice although more examples have been found in the section on injustice. Another main conclusion that is drawn from the present study is the predominant link between the instances of justice and the inherent characteristics of virtual education and the predominant link between the instances of injustice in the way  the virtual teaching is managed and lack of facilities appropriate for this form of education. Finally, it should be noted that due to the increasing use of virtual education and its fundamental difference from face-to-face education, ethical issues also appear differently in its process which require accurate recognition and study. 

The purpose of this study is to understand the concept of emotion and its relationship with growth and to present a conceptual model of the path of emotion according to the verses of the Holy Quran, Tafsir al-Mizan (exegesis of the Quran, the balance in Interpretation of Quran) and the principles of transcendent theosophy. The method of this research is conceptual analysis. Findings show that the human heart is a place of emotion and cruelty of the heart can be effective in not receiving emotions and perceptions of the meanings of truth. Also, some emotions are related to the position of perception and non - adults to the position of expression and action. Some types of emotion are the same between adults and others, while some emotions are specific to a specific group of people. According to verses and exegesis, the intensity of emotion according to the type of emotion in some cases is a sign of maturity and in others it is a sign of lack of maturity. Also, emotions are one of the factors of self-preservation and in Islamic teachings, self-preservation is related to worldly and otherworldly life. It seems that in the field of expression and control of emotion, in addition to both conscious and unconscious forms, a third form is conceivable that God invests (imparts) or controls emotion to a person through reaching a position of faith and piety (righteousness, God-fearing) and the like. On the other hand, it inflicts some negative emotions on the infidels (kuffār) and polytheists, which is in fact the result of their disbelief and polytheism.

The current literature on flipped classrooms offers limited insights into the motivations, perceptions, and challenges of educators, especially in higher education. The purpose of this qualitative study is to understand the motivations of teachers to adopt the flipped classroom method and the challenges and problems that educators face when teaching in the form of information in a public university. In this study, semi-structured interviews were used to collect information. Thirteen professors who had previously taught using the flipped classroom method were interviewed. Data were analyzed using content analysis method. Peer assistance was used to increase the reliability and validity of the analysis. The findings of this study showed several challenges related to the use of flipped teaching method in Iranian higher education: 1) managerial and structural weakness of the higher education system, 2) weak content required in the flipped classroom, 3) individual barriers in relation to knowledge and attitude And information of students and professors, 4) Weakness of technology. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes. In the third millennium, with the introduction of information and communication technologies in the field of life, the proper use of educational systems from these technologies in teaching and learning is one of the major professional challenges in most societies (Parsa Moin, 2020). It is popular where activities that were traditionally done in the classroom (for example, presenting material) become homework and activities that were normally called homework become lesson activities. Akçayır et all., 2018) In the reverse classroom, the instructor helps students to take responsibility for the learning process instead of just providing information, and in fact promotes inclusive learning (Lai & Hwang, 2016). . Because class time is not used to impart knowledge to students through lectures, the instructor is able to engage with students through other learning activities such as discussion, problem solving suggested by students, helpful activities, and guidance. Today, the concept of reverse class is implemented in many different disciplines (mathematics, social sciences, humanities, etc.) and in schools and universities around the world (Hao, 2016). As a popular new educational model, the reverse class has attracted a lot of attention in recent years. Research on reverse class, especially in higher education, has increased dramatically. In general, the literature on this topic focuses mainly on the benefits and challenges of reverse classrooms (Ho & et all, 2018). Researchers have discussed the benefits of inverted classrooms to justify their effectiveness. Another important benefit of such a classroom is that it can enhance active learning. In the reverse classroom, students are more involved in meaningful learning activities, self-centered learning, in-depth information processing, and achieving more learning (Lai & Hwang, 2016). The problem is used, which leads to deep learning (Maciejewski, 2016), citing self-centered learning theory, claiming that active presence in the reverse classroom may meet students' need for independence, solidarity and competence, and thus Improve students' motivation and learning. Flexibility is another benefit of the reverse classroom that is often discussed by researchers. Using step-by-step self-help videos enables students to quickly, at any time, place, confront themselves with pause, rewind, review, or video lectures (Karabulut-Ilgu, 2018). Regarding student participation in an inverted classroom, Qualifi concluded that the emotional dimensions of learning should not be underestimated. Dimensions such as peer commitment, recognition, a sense of security, and the coaching relationship are particularly highlighted as contributors to student learning (Steen-Utheim & Foldnes, 2018). Another study showed that reverse teaching method was more effective in students' learning than traditional (explanatory) teaching method (Mobaser Maleki & Kian, 2018). Although the reverse classroom has many benefits for improving learning, it also has some drawbacks. Some studies do not support the effectiveness of the reverse class compared to the traditional class, or even show that the reverse class discussion undermines group learning (McClelland, 2013; Velegol, 2015;). The biggest challenge of using the classroom approach is the heavy workload created for faculty and students. Turning a traditional course into a reverse course creates a significant workload and workload for professors (Howitt and Pegrum, 2015). As noted (Wanner & Palmer, 2015), the actual time used to prepare a reverse class course is approximately six times longer than the preparation time of a traditional course. To effectively implement the reverse classroom approach, the instructor has to design the curriculum, including objectives, content, instructions, and reassessment. Teachers should prepare pre-class video lectures and in-class activities. Even their PowerPoint slides have been redesigned to make them better at online personal learning. In-class activities also require more investment from the instructor to design, monitor, guide and provide feedback. Students should also make more efforts for learner-centered. Students must complete significant amounts of preparation through class before entering class, including watching pre-class video lectures, reviewing other instructional materials, completing online tests, and completing extracurricular activities. In the traditional classroom, students need to discuss and engage with peers and give lectures to solve their academic problems. Therefore, facing a large amount of information along with the feeling of drowning in a lot of work will cause anxiety and frustration for students. They may not be interested in learning online, give up and resist classroom activities, and are therefore dissatisfied with the reverse class approach (Karabulut ‐ Ilgu, 2018). Another important challenge of using the class is The reverse lesson is the lack of theoretical and practical framework for the design and implementation of this model (Karabulut ‐ Ilgu, 2018), which creates a major obstacle and prevents educators from using this type. A large number of experimental studies have focused on the effectiveness of flipped classrooms. A significant body of research has generally demonstrated the benefits of this educational approach in terms of improving student learning, including understanding, participation, learning approach, motivation, general skills, satisfaction, and academic achievement (Al-Zahrani, 2015; Zainuddin & Attaran, 2016; Hung, 2015). Researchers have discussed the benefits of flipped classrooms to justify their effectiveness. One of the most important benefits of such classrooms is that it can promote active learning. In the flipped classroom, students are more involved in meaningful learning activities, self-directed learning, deep information processing, and achieving more learning (Bishop & Verleger, 2013; Hwang & Lai, 2016; Davies, 2013). Moreover, class time is used more for social interaction, peer support, group discussion, and problem solving, which lead to deep learning (Hao 2016; Gilboy et al., 2015; Maciejewski, 2016). Abeysekera and Dawson (2015), referring to self-directed learning theory, claimed that active participation in flipped classrooms may fulfil students’ need for autonomy, solidarity, and competence, thereby improving students’ motivation and learning.

Most of educational crises and issues are rooted in knowledge weaknesses of education. The knowledge of education is the outcome of graduate courses. Educational administration is a branch of educational science that has been so quantitative development in recent years. However, what is the contribution of educational administration to development of knowledge and solving educational problems. To answer this question, the method of case study had been used to investigate current status of graduate course of educational administration. Population is the PhD students and faculty members of educational administration major which sample of them were selected through purposeful sampling and participated in qualitative and semi-structured interviews. Research findings reveal that issues and challenges include apparent level elements such as accidental occupation and professional confusion as well as theoretical and intangible issues such as uncertain scope and places of educational administration. Comprehensive and strategic review of a multiple factors is required to refine existing situation of master course of educational administration. Thus, graduate courses should focus on educating students who are capable of understanding, analyzing, criticizing, designing, and recreating educational institutions and systems.

The present study is conducted with the aim of reviewing the curriculum of the field of educational sciences (management and planning of higher education) in the master's degree course and presenting the proposed curriculum for this course. The method of this research is qualitative and descriptive-analytical; For this purpose, the study area of this research includes faculty members in the field of management and planning of higher education in Shahid Beheshti University, non-profit University of Science and Culture and the Institute of Research and Planning of Higher Education and Science. The graduates of this field are in Shahid Beheshti University. In addition, the qualitative analysis based on categorization has been used in order to analyze the information obtained from the interviews. According to the results of the study, the existing curriculum drawbacks in the field of educational sciences could be categorized in three groups including drawbacks of present curriculum approach and principles; present curriculum drawbacks in proportion to necessary but neglected courses; and drawbacks of divisions and topics in the present curriculum. Also management-orientation curriculum and higher education planning in the master's degree course are presented and proposed based on the pathology of the current situation of the curriculum and reviewing the views of professors, graduates and experts in the field of excellent management and planning regarding the four main elements of the curriculum (purpose, content, teaching-learning activities and assessment methods).

The proper understanding of the role of universities in innovation is one of the requirements for policy making. Without this understanding, policy actions can undermine the role of universities and neglecting the capacities and benefits of this institution in the development of innovation.The Promotion Regulations as one of the most important and most relevant policy documents related to the university in the country are required based on a proper understanding of the role of universities in innovation. Therefore, the purpose of this study is to investigate the understanding and perspective of the Promotion Regulations about the role of universities in innovation. This research is a documentary research, and its methodology consist of two parts of the metha-synthesis and then a documentary analysis of the Promotion Regulations based on the theoretical framework developed in the first part. Research results show that universities have a small share of direct participation in innovation, but universities are generally indirectly involved in the development of innovation through a variety of channels. However, the promotion regulations relate only to a number of channels, including publication of the article and educational activities, and ignores the importance of other channels. To enhance the comprehensiveness and balance of the regulations to cover the more effective coverage of the universities' participation channels in the development of innovation, paying more attention to interactive channels and increasing the flexibility of the regulations are the policy suggestions derived from this research.

In the last 40 years, a series of global economic and technological developments, along with a number of specific political and security events, have further strengthened the rule of economic discourse on higher education policies, a particular recognition of the University's mission of direct participation in innovation and economic development . In this regard, the entrepreneurial university model, have focused on the broader attention of governments and policymakers due to the focus on knowledge commercialization, academic entrepreneurship and regional innovation development. Therefore, the present study aims to provide a more cognitive knowledge of what the idea of ​​an entrepreneurial university, its effective factors and the consequences of its development, try to implement the wisdom policy of higher education in Facing the entrepreneurial university model. For this purpose, a selection of articles related to the entrepreneurial university model has been analyzed. The results of this analysis indicate that the second academic revolution is a generalized subject in which this model is, and its development phases, along with the drivers and factors of formation, as well as its implications, have been explained. In the end, placing these results in the wider context of the research background of the university's role in innovation, the main constraints of this model are identified and discussed. In sum, this study is an indication of limited possibilities and the limited utility of entrepreneurial university model, in which terms such as the second and third academic academic revolutions seem to be exaggerated and counterproductive.

One of the most important debates in anthropology is the relation between emotional and cognitional aspect of human. In this article, in the first part, I try to explain the concept of the "reason" and the "heart"-as two central concept in Islamic developmental anthropology- Focusing on "correlation" and "unity". In the second part, I try to illuminate relations between the "reason" and the "heart" as reviewing the "receptacle", the "equivalent" and the "activity". In The end, focusing on "Heart states", I present a model in which "Live heart" and "Dead heart" is explained based on "reasoning" and "ignorance" in order to explain that how the higher levels of the heart require the higher levels of the reason and the inverse. Therefore, the intensity of reasoning as establishing a "more relevant" relationship between beliefs and reality, and the subjection of emotions and action in cognition, on the other hand, will lead to the improvement of the degree of the heart. In addition, the correlation between the states of heart and the degree of rationality in the Islamic approach suggests that knowledge and practice of knowledge are in the subordination of human emotional states.

Although the concept of human communication, is traditionally obvious and clear, but in the philosophical analysis, its limits and boundaries have not been drawn simply. In this paper, the concept of human communication from a philosophical point of view and the principles of transcendent wisdom is tried to be examined, and since the philosophy of communications, as an added philosophy, is not directly explained in Sadra philosophy system, the basic justifying principles of human communications including; Illumination, intrinsic motion, identity development, need possibility, human freedom, the existence of an independent interface, causality and communication and the simple rule of truth were identified and explained. The results show that human beings do not have an independent existence, but are directly related to the Wajib al-Wojood, both in the stage of occurrence and in the stage of survival, and the relation of man to the existence of the Wajib al-Wojood in relation to the obligatory existence. This relation of existence, which indicates the inherent need of man, forms a network of relations and relations which, to a large extent, pave the way for the development of human identity and existential growth.

Recognition of the concept of "Situation" in contemporary approaches to values education. Davoud Hoseinpour Sabbagh(1), Mohamadreza Sharafi(2), Jamile Alamolhoda(3), Hosein Souzainchi(4) 1. PhD student Educational Philosophy of Tehran University.Tehran, Iran. 2. Associate Prof. of Tehran University Department of philosophy of Education. 3. Associate Prof. of Shahid beheshti University Department of Educational Science. 4. Associate Prof. of Bagheralolum University Department of Social Science. Introduction the term "values education" applies to all aspects of the process of education, which either explicitly or implicitly relate to ethical and axiological dimensions of life and are such that can be structured, guided, And monitored with appropriate educational methods and tools. But in general education and values education in particular is faced with the challenge of time and space. But education in general and values education in particular is faced with the challenge of locality. Therefore the situation is a vital concept for educational theories, and the success of value education depends on the proper perception of situation. In this research, three important and influential contemporary approaches in value education that have shown particular attention to the situation have been selected and their perception of the situation has been analyzed. Method This is based on the "linguistic and conceptual analysis" method in the technical and formal language. Results In contrast to the authoritarian approaches, attention to the situation is commen in the various values of education. Triple approaches, in spite of their commonalities, consider a different domain for situation: In the Dewey's approach all of the "ends", "the implementation of the principle" and "behavior" are situational. In the NeoAristotlelians approach just "the implementation of the principle" and "behavior" are situational. And in the anti-Aristotelian approach only the "behavior" is sitational. Discussion "The situation as a whole" in the Dewey's pragmatism approach; "Situation as the conditions of action", in the NeoAristotlelians approach, and "Situation as the stimuli of the environment" in the anti-Aristotelian approach, have been recognized. In analyzing the concept of position in these three approaches, attention to surrounding concepts is very effective in determining its semantic distinctions; the concept of Situation in Dewey's pragmatism must be understood in relation to the surrounding concepts of "experience", "desire", "environment" and "organism". On the other hand, the concept of the sitution in Neo-Aristotelianism is related to the peripheries concepts such as "action", "reasoning", "virtue" and "personality".and finally In the anti-Aristotelian approach, the concept of siyuation is related to the peripheral concepts such as "environment", "behavior", "experiential adequacy" and the same time is in contrast the concept of "person".

The present research endeavors to present an exploratory model for the tendency of young researchers to study and work abroad applying a grounded method and qualitative approach. The required data were collected through in-depth interviews and then analyzed using Glaser method. The 16 participants selected for the interviews were chosen using purposeful sampling. The results of the research identified 67 indicators, 12 concepts, and 6 categories from the interviews which were fit into paradigm model including economic conditions as  the central phenomenon, domestic problems and destination country attractions as the causal conditions, problems in the destination country as the intervening conditions, the immigration process occurrences as  the strategies, and personal benefit and social forfeitures as the consequences, making up the basic tenets of this model.

The main aim of this research is identifying and evaluation of views about the problem of the compatibility of education and politics. To do this, we explain and formulate how education and politics relate to each other in terms of virtuism, powerism, and critical theory. To do this, we use, the means-end model in a broad sense, and also the structure-function binary in explanation of the State alongside the Spragens's Crisis theory. This study shows that three main streams are related to the philosophy of society and could be considered as a response to making compatible education and politics.: 1- "Virtuism"; with a central focus on the functional aspect of the State, the instrumental attitude to power and politics in the direction of realization of goodness and superiority (Plato, Aristotle, and some Muslim philosophers); 2- "Powerism"; with the view of the power as the intrinsic value, mainly in the form of a modern State (structure) and an instrumental attitude to education (Sophism, Hobbes and Locke); 3- Critical theory; by criticizing the structural aspect of the State and sometimes emphasizing the struggle, while adhering to the value of power (Frierre and Carnoy). In this paper, based on the analysis, comparison, and critique of these theories, we prefer to develop an alternative version of virtuous State in the line of the Islamic perspective. We conclude that changing the meaning of education and politics and distribution of power is the solution for the incompatibility between education and politics.

Moral education as a serious content area of most educational systems has attracted more attention from educational philosophy perspective than from curriculum designers. Although such research studies have contributed to the growth of this field, but they have almost failed to yield any operational insight for empowering educational authorities. On the other hand, a review of top-level policy documents in the field of education reveals that, despite the real emphasis on moral education in such documents, no moral education curriculum has ever been developed for general courses. Therefore, it seems that moral education has been neglected in formal educational system. To fill such a gap, this study aimed to identify the main principles governing moral education curriculum development.

This study used a qualitative approach and an inductive content analysis method. The participants consisted of experts in the field and experienced teachers of the primary school. The data was collected by semi-structured interviews.

According to the results, 9 general categories with their 25 related principles were extracted. The principles included core competency, comprehensive goal-setting, situationality, focus on habituation, universal responsibility of moral education, diversity of sources of data in assessments, and determination of learning situation based on time and place.

Generally the suggested principles governing moral education curriculum have been developed in response to shortcomings in moral education process and aim to shift away from the instruction of values to moral education. The limited definition of ethics in moral education process, the limitation of ethics to the level of cognition, and the limitation of moral content in the area of moral knowledge constitute the main shortcomings. The present curriculum made an attempt to fill in this gap by focusing on ethics as a competency as well as emphasizing other aspects of moral development such as attitude and moral deeds. On the other hand, to fulfill moral education goals, all the resources of the school should be used in harmony with each other. Therefore, learning should not be limited to classroom, and the responsibility of moral education should not fall on the teacher only. As a result, an effective moral education curriculum makes use of all the potential learning resources such as a discipline-based curriculum, integration into other courses at the micro level, and integration with the whole school at the macro-level. To do so, all those who are involved, directly or indirectly, in the process of moral education should understand the importance of this area of learning and its relationship with other areas and perform their respective duties.

The present research with aim to analyze the concept of beauty in the holy Quran with applying the semantic network has been scheduled that is from perceiving the meaning of a concept through studying the related concepts as the important and specific aspects of that concept and their relations become visible. For achieving this general mentioned goal, the stages of the conceptology of the beauty lexicon and beautifying (being adorned), the recognition of the lexicon position, the recognition of the conceptual relation between lexicons, inferring the key concepts proportion to beauties and beautifying and at the end, the analysis of the concept of real beauty which is leaded to good and the real beauty which is leaded to evil and adornment has been formed. The method of research is the analysis based on the semantic network and for this aim, the verses of the holy Quran, the Quran exegeses and the authentic lexical books have been used. The results of this research are: it should be differentiated between the concepts of beauty which results good and the concepts of real beauty and adornment which results evil. The concept of beauty and adornment (beautifying) intensively are intertwined. In reality, the instance of beauty and adornment (being adorned) can be itself cause, effect or concurrent with the other beauties (and adornment). In other word, the beauty and adornment constantly develops and grows in the successive rings. These productive concepts (beauty or adornment) have been selected as the key concepts. In the analysis of the concept of the real beauty leading to good and the real beauty leading to evil with studying the common concepts of the ijabi (affirmative or positive) and salbi (privative or negative) relation and the illuminative relationship which are among these concepts, it should be mentioned that the concept of faith (iman) in God has a main position in the beauty leading to good. In the real beauty leading to evil and adornment although at the beginning they are completely different but at the end of the path they leaded to one point. in both, kufr (unbelief) has a crucial role.

Education is a human element. According to Islamic teachings, human nature has the necessities for education, one of which is aesthetic and aesthetic. God commands his aesthetic to educate man and chooses the language of his guidance book appropriately. Since the main purpose of the Qur'an is to guide humanity to the true path and theology, and the educational system and curriculum have no purpose other than the education of the learners, so the curriculum can also be used in the miraculous language of the Quran, which is the same aesthetic. And achieve success. This article attempts to explain the neglected position of the aesthetic approach in the curriculum describes the aesthetic look, the mysterious and successful language of Islam and the Qur'an to educate and inspire the experience of the Quran and prescribe it to the syllabus in an analytical-deductive way. According to the results of this study, aesthetic education is now beyond the reach of our educational system and as a complementary and even alternative approach to the current approach. Islamic teachings through aesthetic education can better capture the space required to attend the curriculum. Aesthetic education has special features and implications in the curriculum, such as attention to deep understanding and imagination of learners, mental and imaginary visualization, emotional management, vitality and so on.

The literature review obtained from the continuous scientific researches is considered as a great capital for the scientific community, which can play a unique role in the production of knowledge, if exploited appropriately. In this regard, review research is a type of research aimed at independent and systematic study of the literature review for exploring, describing, integrating, explaining or criticizing patterns, relationships, and trends visible in the body of knowledge, which can not easily be addressed through the first-order research and resources. It is sometimes thought that review articles, in contrast to scientific-research articles and similar to scientific-promotional articles, have no particular innovation and merely retell the previous researches results. Therefore, the purpose of this study is to examine the capacity of review research in generating knowledge, conceptualizing different types of these studies and ultimately, providing a comprehensive typology of review articles The results of this study, which have been carried out by Metha-synthesis method suggest that the broad scope of review research can be classified according to the three criteria consisting of scope, organization and study objectives, and  also at least 10 distinct types of review articles can be identified that each one has its own function in the production of knowledge.

With regard to the importance of hidden curriculum in educational centers, this paper aims to investigate how hidden curriculum factors (teacher, student, teaching method, physical place, school regulation) effect on religious training of girl students of Talesh in 1391-1392. This research is qualitative and has been done by use of interview and qualitative content analysis. So the research is descriptive with regard of the goal and is also of the applied type. 30 students from 4 schools has been chosen with the judgmental method with index chain criteria and the tool was a semi-structured interview and library study has also taken into account. Data analysis has been done based on qualitative content analysis and results were encoded in 3 steps, including open, selective and centric encoded. Validity and the reliability has been approved by member control methods and supervisor reviewing and interviewing done by researcher. Results show that hidden curriculum factors effect on cognitive, emotional and behavioral levels of religious education of students both positive and negative.