فهرست مطالب حسین کارامد

A chaste lifestyle is one of the various types of lifestyle that contains a wide scope and studies the characteristics of interpersonal relationships. This lifestyle consists of the principles and rules that create and maintain chastity in various areas of life. In order to study the behavioral and emotional components of the chaste lifestyle with an approach to Islamic sources, this study has been conducted using analytical and descriptive methods. The findings show that not showing off, avoiding stimulating factors, satisfying sexual needs in chaste contexts, having synergism for success in maintaining chastity, contenting with possessions and protecting them, creating and increasing chaste behaviors, and reducing and eliminating anti-chastity wrong behaviors are among the most important behavioral components of a chaste lifestyle in Islamic sources. Furthermore, by control of fear and anxiety about chaste decisions and actions, interest in a healthy life and a bright future, repentance from past errors, expectation and enthusiasm for evolution and development, happiness and satisfaction of moving on the valuable path to chastity, affection and love for Allah, optimism and hope for His help, and strength of modesty and correct control and guidance of sexual emotions, we can achieve the emotional components of a chaste lifestyle.

Correcting false beliefs is one of the most important goals of the Holy Quran. This celestial book presents a distinct and well-defined model for correcting such beliefs. Accordingly, this research employs an analytical-descriptive approach to present a model for correcting beliefs based on the Holy Quran. The findings of the research indicate that the Quran, which has been revealed for the guidance and rectification of humanity, offers a model through which beliefs can be gradually and logically changed and improved. This model encompasses fundamental structures such as attention to internal capacities, explanation, factors, grounds, and the process of belief correction, each containing various components. First, by considering innate tendencies towards seeking truth, immortality, and inclinations towards worship, human inner capacities are activated. Subsequently, utilizing various methods of argumentation, concretization, education, and exploring horizons and egos, the groundwork for conscious action in humans can be established and elaborated upon. In this context, factors and aspects such as blind obedience, identity crisis, skepticism, attachment to worldly desires, and negative companions are reminded of humanity. Furthermore, since the creation or correction of beliefs takes place over time, the aforementioned aspects must be implemented through a process. In this model, the following steps are used in sequence: utilizing prevalent communication means in each era, creating new symbols and communication institutions, setting examples, employing logic and argumentation, sending preachers, combating superstitions, and engaging in psychological warfare.

Economic education is one of the important issues of education and is vital for the health of the national economy of any society. Economic education based on jurisprudential foundations can help economic growth and health and lead to the expansion of social justice and the enjoyment of economic prosperity by the general public. Based on this, this research has been done by using analytical-descriptive method and in order to examine the jurisprudence of economic education. The findings show that by relying on jurisprudence foundations, it is possible to provide a type of economic education that determines the dos and don'ts of economic behavior according to the perspective of Islam. In Islamic sources, three important economic components including production, distribution and consumption have been considered, which form the main axis of Islamic economy. Based on these three components, it is possible to talk about economic education according to the perspective of Islam and take the necessary measures according to jurisprudential sources and educational works. Economic education according to Islamic jurisprudence has distinctive features. Production and trading of any kind of goods and services is not allowed in Islam. In jurisprudential sources, there is a lot of emphasis on trying to acquire halal and avoiding trading and acquiring haram. In general, goods and services in the field of production, distribution and consumption are divided into two categories, permitted and unauthorized, which should be considered in economic education.

This research has been done using descriptive and analytical method and in order to study the Tijaniyyah sect and its role in education of West Africa especially ivory coast. The findings show that the main thought and thought of the Tijaniyyah sect, which is common today in africa, dates back to its founder, Sheikh ahmed Tijaniyyah (1737-1815). He used all his efforts to spread Islam in West Africa. His disciples and followers went on, and they left the sect. This sect  more than other sufia orders in the field of education, achieved great and important results such as building mosques, schools, angles and scientific assemblies, education of reading and keeping quran, jurisprudence and hadith, interpretation and arabic language. However, they face problems and weaknesses in claiming loyalty and affection for the prophet of Islam (peace be upon him). Also, ties with capitalists and rulers made them lose confidence in people and cannot properly educate and achieve their goals.

This study was conducted to analyze the content of Islamic education textbooks in High Schools of Afghanistan (text, questions and images) from the perspective of active and inactive in the academic year 2017. The statistical population of this study was The Islamic Education Books of High Schools in Afghanistan. Out of 41 lessons of seventh and eighth grade books, 20 lessons and out of 36 lessons in the ninth grade, 17 lessons, texts and their questions were selected as examples and total pictures of the books were selected. The data collection tool was an analysis log based on William Roman’s method whose validity was confirmed by educational sciences experts. The study unit is the lessons of the books and the analysis unit is the text, questions and images of the books, which was analyzed based on active and passive categories by William Roman formula and their conflict coefficient was determined. The results indicated that the text of the books has not been presented actively. Considering the desirable scope of the conflict coefficient, unlike the pictures of the seventh grade book, the pictures of the eighth and ninth grade books have been presented appropriately. However, despite the active presentation of the questions of the ninth grade book, the questions of the seventh and eighth grade books have not been presented in an active manner.

This research has been done using analytical and descriptive methods in a bid to study the jurisprudential realm of mourning as an educational method. The findings show that although grief and mourning for the Infallibles (a) and the deceased is of great educational and psychological importance, there is disagreement about its limits and boundaries from the perspective of Islamic jurisprudence. Some jurists maintain that it is absolutely reprehensible to mourn for more than three days while others say that it is forbidden, and there is a third group of scholars who believe that mourning is permissible. Those who permit mourning also disagree in limiting the time up to three days. Sunnis also differ in their opinions in this regard. However, mourning for the Infallibles and for the deceased husband is an exception. Mourning for the Infallibles (a) is always sacrosanct and recommended, because the commemoration ceremonies provide an occasion in which the stories of the Ahl al-Bayt (a) are narrated, their virtues, merits and manners are discussed. Also, according to the Qur'an and Sunnah, a woman's mourning for her husband is obligatory in the sense that she should observe waiting period for four months and ten days. That is when she is not allowed to marry another man or wear makeup and fashionable dresses.

Using the analytic-descriptive method, this research was conducted with the aim of examining the way to teach the belief in God, and especially finding the way to teach it to children under 9. Among its other aims are awareness of the importance of educating children, knowledge about some characteristicsof childhood, and examining and finding the main principles and most effective methods of teaching belief in God. Given the characteristics of childhood, teaching the belief in God should begin from early days of second childhood (i.e. from the age of 3 to 7) and continue from easy to complicated in view of children’s abilities, perceptions and understanding. It was also shown in this research that considering the physical and mental-spiritual characteristics of childhood, the most important principles of teaching the belief in God to children are as follows: the principle of beginning teaching the notion of God since childhood, the principle of child’s readiness, the principle of the primacy of actions over words, and the principle of individual differences. Furthermore, the most effective ways of teaching the notion of God are: the method of the introduction of divine attributes to children, the method of dhikr in different circumstances, and the method of using natural wonders.

Chastely lifestyle is one of the different types of lifestyle that covers a wide domain and features the domain of interpersonal relationships. in this type of lifestyle, there is a commitment to chastity in the field of interpersonal communications. Cognitive, metacognitive, behavioral and emotional components play a role in the formation of lifestyle. This research has been done using descriptive and analytical method and in order to study the cognitive and metacognitive components of their lifestyle with attitude toward islamic sources. Tthe findings indicate that the awareness of the value of chastity, divine reward of chastity, personal and social works of chastity, personal and social effects of chastity, the wrong attitude of chastity, external barriers of chastity, religious regulations pertaining to chastity, factors and positions of chastity are among the most important cognitive components of lifestyle in islamic sources. Also, by studying and monitoring the attitudes and belief in chastity, studying the reasons of attitudes to chastity, correction and deepening of knowledge regarding chastity, validity of attitude and beliefs about issues related to attitude of chastity, monitoring and improving values, patterns and goals, continuous refining of mental input and thought and achieving the identity of chastity can lead to metacognition .

This study is intended to explain the components of the modern Islamic civilization proposed by the Supreme Leader as well as analyzing its position in the upstream documents of Iranian education. This is a descriptive research following documentary analysis and content analysis through an applied approach. The research population includes all the texts related to the components of the modern Islamic civilization which the Supreme Leader proposes, and the content of four upstream documents, due to the nature of which the entire statistical population are selected. Special forms and research material analysis checklists are used as research tools. The documentary data are analyzed qualitatively, and the content analysis data are analyzed through the indicators described in Shannon entropy analysis process. The results indicated that the conceptual framework of the components of the modern Islamic civilization proposed by the Supreme Leader, can be categorized in nine components. Furthermore, the selected documents included 248 cases of the components regarding modern Islamic civilization, the frequency of individual components contained 40 for faith (16.12%, the most frequent component), and 16 for the component of avoidance of superficiality (6.45%, the lowest frequency). Moreover, the most important document was the Fundamental Transformation Document (0.611), and the least important document was the National Curriculum Document (0.283).

The research was carried out with the aim of studying the principles and criteria for writing content of the syllabus at the general level of women’s seminaries. The methodology of this research is qualitative content analysis, using the theme-oriented method ‎(thematic method)‎ through inductive analysis. Sampling method or the method for selection of analysis unit in this study was theoretical sampling. Regarding the data obtained, the contents of the relevant documents were analyzed in addition to the analysis of the interviews‎, so that by coding the main categories after data saturation, 5 main categories and 39 sub-categories were extracted from the qualitative data, and the internal validity was calculated. Due to the fact that the findings are based on the ideas of prominent experts in ‎seminaries and are ‎consistent with religious teachings, their application is not ‎limited to the higher education system of the ‎seminaries and can be used in various ‎contexts, especially the context of university textbook publication.‎

In this paper, the nonlinear forced vibrations of nonlocal Euler-Bernoulli nanobeam that is utilized in nanoelectromechanical systems are studied using the analytical method of multiple time scales. Based on non-linear strain gradient elasticity theory, governing equation of Euler-Bernoulli nanobeam with von-karman geometric nonlinearity is derived using Hamilton principle. In the next step, using the Galerkin method, the partial differential governing equations for simply supported boundary conditions are reduced to time variable ordinary nonlinear differential equation. Subsequently, the nonlinear forced vibration equation is solved using a multiple time scalar method. After solving the nonlinear excited equation, primary and secondary resonances of nonlocal nanobeam are studied. The region of acceptable sub-harmonic responses is identified and for different values of nonlocal parameter, the frequency response curves and response amplitudes versus excitation amplitude is plotted in all resonances as primary, super-harmonic and sub-harmonic. These results show that using nonlocal strain gradient theory is a fundamental necessity for analyzing nonlinear vibration of nanobeams. The results of this paper can be used to improve the design and optimization of nanoelectromechanical systems.

In this study, nonlinear dynamics of non-classical Kirchhoff plate is analyzed for the first time and the region of chaotic behavior is predicted and controlled by designing the robust adaptive controller. Virtual displacement principle is employed to derive the governing equation of Kirchhoff micro-plate resting on nonlinear elastic foundation. In the governing equation, von Karman geometrical nonlinearity and couple stress theory is considered. Solving the eigen value governing equation for fully simply supported boundary conditions, results are validated. Next, Galerlkin method considering harmonic excitation of first mode is used to derive micro-plate forced vibration equation. Regardless of modal interaction, the chaos threshold is then investigated. Homoclinic orbits of unperturbed system is plotted and stable and unstable manifold transversely cut that is criteria to predict chaos according to Melnikov’s method is studied. Using maximum Lyapunov exponents numerical method, size-dependent chaos is also locally identified. Phase portrait, Poincare mapping and time response are plotted for different values of size ratios and the important effect of size on the chaotic behavior of micro-plats is presented. The results of this study show that chaos in the micro-plats is size dependent and using the non-classical theories to analyze the chaos of micro-plats is necessary. Subsequently, designing the robust adaptive fuzzy controllers, chaotic vibrations are completely eliminated from the system and the robust adaptive fuzzy controller is introduced as an effective method for controlling chaos in these systems. Results of this research can be used in the production process, optimization and control of nanoelectromechanical systems.

This study aims to identify and validate the principles and criteria for designing textbooks based on religious doctrines in the seminaries for sisters. The method of this research is to analyze the content-thematic-theme-oriented (Thematic) content. The sampling method or analysis unit in this study was theoretical. The statistical population of the study consists of all upstream and scientific documents of the religious schools related to the subject matter of the research and all members of the scientific education groups and the scientific group compiling instructional textbooks in the religious schools for women. After coding the main categories, 9 main categories and 46 subcategories of qualitative data were extracted and, finally, the internal validation of the findings of the present study was performed. The results of the interviews and the analysis of existing documents show that some of items referred to by seminary specialists for designing textbooks are attention to the content of the content-orientation principle, balance, internal and external content, content writing, creating interest, the activation and implementation of the content, objectification, and content support. These criteria are from the perspective of the sub-factions of the Seminary for Sisters at the higher education level. These categories can be used in different situations, especially the publication of academic books.

In this paper, an atomic force microscope is modeled based on non-classical nonlocal theory and nonlinear vibration of the system is analyzed and controlled. In this modeling, the Hamilton principle is used to derive the governing equation of Euler-Bernoulli nanocantilever based on the Eringen nonlocal elasticity theory considering Von-Karman geometric non-linearity. In the next step, using the Galerkin method, the governing dynamics differential equation of the atomic force microscope is obtained in the presence of attractive and repulsive van der Waals forces. The governing nonlinear equation is solved by employing multiple time scales method, and primary and secondary resonance of the atomic force microscope is studied. In this regard, the frequency response and excitation amplitude curves of primary, superharmonic and subharmonic resonances are plotted for different values ​​of the nonlocal parameter. Accordingly, it is shown that primary, superharmonic and subharmonic resonances of atomic force microscope are significantly affected by the nonlocal parameter. The results show that the use of nonlocal theory is a fundamental necessity for analyzing nonlinear vibrations of the atomic force microscope. Then, in addition to dynamic analysis, the chaotic vibrations are completely controlled and removed in the nonlocal model of the atomic force microscope by designing and implementing the robust adaptive fuzzy controller. For this task, the robust adaptive fuzzy controller which is considered as a powerful method of chaos controlling is used in the nonlocal model of atomic force microscope. The obtained results are used in the design and control process of the atomic force microscope.

This study, done with a descriptive-analytical method aiming at explaining the theoretical and practical rationality in rational orientations of the curriculum as well as investigating the relationship between them and the attitude towards theoretical and practical intellect in Islamic philosophy, is based on the hypothesis that rationality as one of the orientations of the curriculum is originated from the various foundations especially the philosophical foundations.
The findings of the study show that rational orientations of the curriculum are based on one of the two rationalities, i.e. theoretical rationality or practical rationality; this is while academic rationalism put forward by Eisner and Vallance, Schubert’s rational traditionalism, and Taylor’s instrumental rationality are mostly rooted in theoretical rationality; and Schwab’s deliberative action, by distancing from theoretical rationality, applies practical rationality in special situations. According to the views of many Islamic philosophers, despite the distinction between theoretical and practical reason, they are interrelated. Practical intellect, assisted and backed by theoretical intellect, deals with minor affairs and infers industries and actions from it. As a result, lesson planners are faced with predetermined rational beliefs, general opinions, decisions and goals. Besides, they choose, along with general beliefs, various methods and means in certain situations, and even make changes in intermediate and minor goals.

In this article, for the first time, the effect of non-uniformity of microbeam cross section and various boundary conditions on the nonlinear vibration of microbeam is investigated considering the size dependent behavior based on modified couple stress theory. Using the Hamilton’s principle, the governing equation of Euler–Bernoulli microbeam with von Karman geometric nonlinearity based on the modified couple stress theory is derived. The nonlinear vibration governing equation is then solved using the Generalized Differential Quadrature method (GDQ) and direct iterative method to obtain the nonlinear natural frequencies. In this step, the Galerkin method is used to reduce the nonlinear PDE governing the vibration into a time-dependent ODE of Duffing-type. The time domain is then discretized via spectral differentiation matrix operators which are defined based on the derivatives of a periodic base function. Next, the nonlinear parametric equation is solved using pseudo arc-length method and the frequency–response curves of microbeam nonlinear forced vibration is obtained. Finally, nonlinear natural frequency and frequency response of microbeam with various non-uniformity of cross sections and boundary conditions are obtained. Present results show that, the nonlinear free and forced vibration of microbeam is size dependent. Moreover, this size dependency is more significant for non-uniform microbeam and is deferent for various boundary conditions. The result of present method for simple case including uniform section and simply supported boundary condition is validated with that of exact method and have good agreement.

Carried out by using an analytical and inferential method, and aiming at examining rationality and spirituality in curriculum planning with the Islamic philosophy approach, this paper is written on the basis of the main assumption that the normative orientations of curriculum are based on philosophical foundations. Findings indicate that the intellectual and spiritual orientations of curriculum originate from the foundations of philosophical pragmatism and humanism, respectively. Contrary to these orientations, in which there is no clear connection between rationality and spirituality, and in particular religious spirituality, in the spiritual rationality orientation of the curriculum derived from Islamic philosophy, there is a connection between rationality and spirituality. Rationality has various levels ranging from the lowest level, i.e. instrumental rationality, to the active intellect and the perception of God, the Almighty. Establishing the relationship between the lowest and the highest levels of rationality in curriculum makes the ultimate goal of curriculum divine, and makes the mediating goals spiritual too. Moreover, the orientation of intellectual rationality brings comprehensiveness and integrity for the curriculum content, and creates an atmosphere of enthusiasm and motivation in learners in the path of perfection and true happiness.

This article seeks to study the various aspects and goals of rational and cognitive orientations of curricular programs comparing them with Avicenna's rationalism while using a descriptive and analytical method. Findings show that there are some commonalities between the rational and cognitive orientations of curricular programs and Avicenna's rationalism in terms of how both of them lay emphasis on intellectual growth and strengthening of the reasoning and thinking power of the learners. Nevertheless, such orientations especially the cognitive ones are incompatible with Avicenna's rationalism in the underlying layers and philosophical foundations that emanate more or less from empiricism. When it comes to the aspects and goals, there are some visible differences between them. The said orientations seek to help grow the trainees and strengthen their basic skills and ways of thinking whereas Avicenna propounds the issue of happiness and perfection relating them to his rationalism. According to Avicenna, the ultimate goal of rational empowerment and improving thinking capacity is to attain real perfection and ultimately cognition of the Lord. That is something achievable through the active intellect and by way of nurturing and growing the thinking power as well as knowledge of the realities of the universe and adherence to moral values.

Using an "analytical-inferential" method, the present paper seeks to study the perspective of Avicenna on the educational implications of sense and experience as important ways of understanding the realities of the universe. Avicenna regards sense and experience as very important, so much so that some even call him a sensationalist and empiricist. He believes that most of human knowledge is based on sense, and sensory knowledge and experience is the basis for the growth and development of man’s intellectual abilities, but “intellect", the ability that differentiates humans from animals and gives credit to human knowledge, has more importance. The results indicate that "logical validity" and "matching the level of students understanding” are considered as the most important criteria for educational content. Paying attention to the role of sense and experience, active role of learners and development of their thinking skills is also among the issues that should be highlighted in teaching and learning.

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.