سیدمهدی سجادی

Overturn crashes are one of the most important road hazards. Due to the high severity and significant contribution of these types of accidents, it has created a set of preventive measures to reduce the consequences of these types of accidents. Therefore, the present study aims to provide a statistical model using two-dimensional logistic regression, in order to identify the variables that affect the probability of occurrence of overturned crashes in suburban roads. For this research, information from Form 114, traffic volumetric information and meteorological information in the years 92, 93 and 94 were used for Zanjan-Qazvin and Zanjan-Tabriz freeways. The results of this study showed that the probability model of free overturn crashes of Zanjan-Tabriz freeway was achieved by three independent variables of gender, driver's occupation and geometric status with an accuracy of 81%. While the probability occurrence model, the overturn crashes in Zanjan-Qazvin freeway were only achieved using two independent variables of driver occupation and load type with a percentage accuracy of 71%. Given to Zanjan-Tabriz model (the superior model), it can be concluded as a general result that overturned accidents are more dependent on human factors.

One of the important consequences of new technologies is the change in the nature and meaning of knowledge, the creation of a new metaphysics for knowledge in such a way that a new nature and meaning of knowledge emerges, and this change and transformation, affects the teaching and learning methods and strategies (pedagogy). The purpose of this article is to examine how new technologies affect the nature and meaning of knowledge on the one hand (creating a new metaphysics for knowledge) and then to explain the characteristics and components of pedagogy in line with new technologies and also to examine the types of pedagogy that will be from the new metaphysics of knowledge and its implications for the teacher and the learner in the teaching process. The method used is first conceptualization and then reconceptualization and also philosophical deduction. The findings indicate that technology has three capabilities: 1. Production of horizontal folds and as a result changes in knowledge relations 2. Production of hyper textual space and intertextual space and as a result change in the style of knowledge 3. Creating mapping capability and then changing the product of knowledge. Changing the nature of pedagogy in proportion to the changes in relationships, style and product of knowledge is obvious, and finally, the transition from ontological categories to epistemology and then from epistemology to phenomenology and finally from phenomenological category to methodology is the result of this article.

The aim of this article is to clarify, describe, and analyze the concepts associated with the two discourses of "media education" and "educational media" as two discourses related to policy-making in the educational system on one hand, and to infer the implications of each of these discourses in pedagogy on the other. Ultimately, it seeks to explain the role of technology as a mediator and its impact on the application, convergence, and alignment of these two discourses in educational policymaking.

This article employs conceptual analysis, conceptual renewal, critical discourse analysis, and inference of implications.

The findings indicate that technology, as a mediator with integrative functions, can create a type of convergence and alignment between the discourses of media education and educational media. This allows educational policymakers to consider the requirements and necessities of both discourses simultaneously in their policymaking practices. Furthermore, policymakers must not overlook the vital role of technology as a mediator in educational policies.

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

Posthumanism has opened up a new paradigm shift towards philosophy for children (P4C) in order to provide a liberating response to the dominance of mind over body, adulthood over childhood, and formation over emergence. Concurrently, Mark Johnson has added his three proposed Es: emotional, evolutionary, and exaptation, to the already cognitive sciences’ 4Es: embodied, embedded, extended, and enacted. Johnson believes that these 7Es are fundamental features of cognition. The convergence of these two perspectives (posthumanism and Johnson's theory) can lead to ten concepts: critique of dualistic logic, critique of hierarchical structure in anthropocentric ontology and epistemology, non-human agency, relational onto-epistemology, human and non-human bodies, imagination, emotion, intra-action (instead of interaction), philosophy of animism, and metaphor. Thus, the relationship between children's embodied experiences with other beings within the world shapes their perception of the world. This phenomenon is reflected in some contemporary picturebooks. This study employs interpretive-abstract and comparative methods to investigate how embodiment is represented in The Tunnel by Anthony Browne. By considering the ten aforementioned concepts and their intra-actions, this research aims to explore how meaning is constructed through embodiment representation in this picturebook and in philosophical inquiry with children. In this study, embodied co-thinking with the picturebook is discussed in four sections: images, audience participation in shaping the work, verbal-visual-motion intra-actions in the work as a whole, and the use of hypertext. This study proposes that PWC facilitators pay attention to the ten proposed concepts and employ them as criteria for selecting appropriate picturebooks to accompany their philosophical inquiries with children. In doing so, it is hoped that by providing liberating responses, the circles of philosophical inquiry with children will move toward more empowerment.

Nowadays, virtual technology has left its impact on all the aspects and dimensions of human life. As with the emergence of traditional and industrial technologies in the past, people's ideas about many things, including lifestyles, production and productivity processes, work and labor systems, industrial and professional services, social relations and education, etc., have changed. Concepts have also undergone semantic and conceptual transformations. For example, the emergence of concepts such as cyber democracy, technological revolution, media literacy, digital enlightenment, digital identity, and... are also among the changes and transformations that have occurred under the influence of the emergence of new technologies. In this article, we will mention the consequences of the evolution of new technologies in the field of education and especially the turns that occur in education and training due to technological advances.

Critical thinking is a method for solving problems, based on persuasive, logical, and rational arguments, which includes examining, evaluating, and choosing the correct answer for a given task and the reasoned rejection of other alternative solutions. Special attention is paid to various things. In this regard, due to the growing tendency of students towards digital games, the importance of designing educational games in digital form with the approach of strengthening critical thinking has increased. For this purpose, in order to promote critical thinking in students, a framework based on the theory of social constructivism for designing a digital educational game has been done.Based on the review of the research background of the main components of the desired model, including needs assessment, goal setting, learner analysis, critical thinking components, critical thinking implementation levels, game principles, game elements, game genre, educational support, game quality evaluation, learner evaluation, and the feedback and sub-categories were obtained, which was used to modify and verify the model using the internal validation method. In this model, ten experts in educational games were invited for validation. This validation was approved by experts after three rounds with an agreement rate of 84%.Also, this model is categorized and summarized in the form of an extensive review of the theoretical framework, including the components of needs assessment, goal setting, learner analysis, critical thinking components, critical thinking implementation levels, game principles, game elements, game genre, educational support, evaluation of game quality. Evaluation of the learner and feedback.

The goal of this research is investigate teacher as a scholar and its role in reducing the gap in educational theory and practice . The present research method is analytical and conceptual and linguistic analysis and transgressive logical analysis. Documents analyzed included views of experts, books, background studies and related research in the field. Findings of the research showed; teacher as action researcher is faced with shortcomings in reducing the gap in educational theory and practice and requires modification and reconstruction by a scholarship approach through its strengths and abilities. Teacher as a scholar due to have features such as interpersonal nature, the existence of four arenas of exploration, integration, application, teaching and learning, the ability to provide results to others, to be in the praxis paradigm, to follow the common academic model in research and to have certain stages in conducting scholarship can, while resolving the teacher's weaknesses as an action researcher, it also reduces the gap between educational theory and practice. the view of the teacher as a scholar, while removing the gap between the education system and higher education and creating a bridge between them, has put the application of the knowledge generated in practice into action

One of the ultimate goals of pursuing higher education is to prepare the next employees with the necessary knowledge and skills. This includes cultivating university students’ scientific skills, especially argumentation skill. From an educational point of view, argumentation skill is a learning mechanism, the use of which leads to knowledge development. Exploring the states of this skill in the intended and experienced curricula of Iran's higher education system is the aim of this study. The analysis of the intended curriculum was done by using the directed qualitative content analysis method. The sampling method was the purposeful sampling technique. The units of analysis include word, phrase, sentence, and paragraph. The expression method consisted of latent and manifest messages. Thereafter, for the experienced curriculum, using the snowball sampling technique, the argumentation ability of 130 university students was assessed. Findings The first finding of the analysis of the intended curriculum showed that at the policy and management levels of Iran’s higher education equipping students with academic skills such as argumentation has been recognized and defined as goals both latently and manifestly. The second finding showed that students written responses didn’t have a proper argumentative structure. This finding is not consistent with the first finding. The inconsistency between the intended curriculum and the experienced curriculum indicates that at the level of implementation, this skill development has not been paid attention to. In addition, the experienced curriculum shows that students do not acquire argumentation skill from the hidden curriculum of the university environment

The purpose of this research is to investigate the impact of economic performance and human development on road traffic fatalities (RTF) in Iran. The statistical data used in this research is from the Central Bank of the Islamic Republic of Iran and the World Bank for the years 1379-1400 and it is annual and Eviews 10 software is used to estimate the proposed model. The time series data of this study are not all stationary, and based on this, in order to estimate the desired pattern, the self-distribution approach with wide intervals is used. The ARDL (1,0,0,0) model was chosen based on the Schwartz-Bayesian criterion. The estimation results with such an approach in the short term show that RTF (-1) and unemployment rate have a significant positive effect on road fatalities. This effect has been obtained negative significant for the variables of GDP per capita and human development index in the short term. The estimated long-term coefficients in affecting road fatalities for the variables of GDP per capita and human development are negative and significant, and for the explanatory variable of unemployment rate is positive and significant. The results show that sustainable development is one of the dimensions of maintaining the safety of people's lives in the road transportation system, It is necessary to pass through the channel or path of investment in human development and this investment is the main pillar and core in reducing road traffic fatalities. The results of the analysis in the framework of the error correction model indicate the value of -0.174 for the coefficient of the error correction, which indicates a relatively low speed of adjustment.

This study aims to design and validate the optimal model of digital citizenship education curriculum with an integrated approach in high school. For this purpose, two main questions were investigated in this study: 1) what are the characteristics of integrated curriculum model of digital citizenship education in high school? 2) To what extent is the proposed model valid from the view point of experts?

The research method is mixed with the exploratory design which was done in two qualitative-quantitative parts. In the qualitative part, the model was designed and in the quantitative part, the model was validated by descriptive-survey method. In the qualitative section, all available texts and theoretical and research sources were reviewed. Also, 20 specialists in curriculum planning and, educational technology and digital experts, who were selected by purposive. Data validity was obtained through triangulation. Data collection tool was semi-structured interview and content analysis method was used for data analysis.

The findings were explained according to the Ecker model in the form of digital citizenship education curriculum components including logic, goals, content, learning opportunities, resources, teacher's role, time, space, grouping and evaluation.According to the research findings, program logic has considered the integration of digital citizenship issues in curricula. The target element referred to the three categories of digital citizenship ethics, digital citizenship literacy and digital citizenship skills in three dimensions of knowledge, skills and attitude. The content was presented in three sections: protection, education and respect and It was emphasized On the importance of active teaching approaches. Also the teacher was mentioned as a guide and facilitator. And the use of various sources was emphasized. In this curriculum design, time and place are flexible. Activities are done in small groups. In the evaluation section, variety of qualitative evaluation methods were continuously considered. Survey method was used to validate the efficiency. The validation results showed that from the viewpoint of curriculum studies and educational technology and digital experts. The proposed pattern was appropriate.

Heavy vehicles are an important part of the country's transportation system, which, due to their physical and functional conditions, have an impact on the safety conditions of roads, especially freeways, which account for about 15% of Iran's road accidents every year. In this research, the Qazvin-Zanjan freeway has been chosen as the axis of study because it is considered a transportation and transit axis and the volume of truck traffic is high, and the required information regarding truck accidents on this freeway, related to the years 2012 to 2014, It has been collected from the General Directorate of Highways and Road Transport of Zanjan province. This research, in two descriptive and inferential parts, examined the frequency of accidents and tested the data through the chi-square test with SPSS statistical software, and it was determined that factors such as clear weather, lack of lighting on the road, and the traffic of 2- and 3-axle trucks in the frequency of accidents in the studied axis They are effective. Considering the necessary measures and suggested amendments in the existing laws, the number of these types of accidents can be reduced in a short period of time.

Today, the growing trend of accidents in roads and casualties are the result of loss of national capital. These factors and the expression of practical solutions can reduce the incidence of such incidents. Behavioral abnormalities in driving are considered as a serious problem in society. Lack of skills in vehicle control, fatigue, drowsiness and exceeding speed limits, road geometry and psychological and economic problems are the causes of accidents in the country. Investigating the causes of traffic accidents shows that in addition to learning and acquiring skills and experience in the control of vehicles psychological factors, stress and economic situation also have a special role in preventing accidents. In this study, the effect of psychological behavior of heavy vehicle drivers on Zanjan-Tabriz axis crash rate is investigated. The statistical population of this research is heavy vehicle drivers and the study area is Zanjan-Tabriz axis in 1397 which was done by questionnaire method using SPSS20 software. The results showed that the exhaustion parameters of fatigue and drowsiness, economic factors, road geometry and stress had a positive and significant effect on the rate of accidents.

The present paper aimed at analyzing the peace education components in the discourse of Iranian education documents with a critical view toward the role of dominant political discourses in the presentment of peace and peace education in Iranian society. To this end, the discourse of education documents in elementary school, middle school, and junior high school levels (between 1994 and 2014) were analyzed and questions like the following were addressed:What is the status of the core components of peace education in the discourse of Iranian education documents and what is the discourse prevailing over them? What are the nodal points and antagonistic boundaries of the aforementioned discourses and what role have they played in the presentment of peace education? This paper used a discourse analysis research method to analyze the existing and produced official documents in Iranian education through a critical look. The findings showed that the peace education components have not been introduced to the education documents of this period. Moreover, the introduction of ideas and themes of war, enmity, and hatred in this period’s educational texts has resulted in negative stereotyping as well as legitimization of violence and war in individuals’ beliefs, besides marginalizing peace through creating a cycle of violence. The ideological discourse with a revolutionary fervor was identified as the discourse prevailing over the education documents. Educational discourse in this period has become hegemonic based on the nodal point of religion as well as support for the oppressed. Furthermore, in the results of these analyses, antagonistic boundaries, nodal points, and moments were presented in the form of a discourse model.

Ideas, Skills, and Rules for Citizens in the Digital World to Reduce Technology-Related Abuses and empower children to use technology responsibly for learning and activity Presented by thinkers in the field of communications and media, policymakers and educators. One of the new concepts for appropriate dealing with the digital world in the social, economic and political fields is the development of digital citizenship, which has attracted much attention in recent years. To achieve a broad knowledge base and provide comprehensive digital citizenship categories for better civic education in the 21st century, this study examines the nature, characteristics and elements of digital citizenship as well as the role of the curriculum in digital citizenship education through in-depth review and analysis of related literature in this field. . The Qualitative research method is analytical explanatory type and the required data has been collected from reliable sources using the method of document research. Sampling was done in a targeted manner.The results of the survey has identified four categories of digital citizenship as Axis of this concept: 1- Digital citizenship as ethics. 2- Digital citizen as information and media literacy. 3- Digital citizen as participation and interaction. 4- The digital citizen as a critical opposition. Another point in the research results is that four categories of elements of digital citizenship (personal identity, online activity, mastery of the digital environment and ethics related to the digital environment) are presented in the form of SAFE model. The research results also show the need for education and the role of student-centered curricula in promoting the social responsibility of citizenship in the Digital age. Therefore, understanding the concept of digital citizenship will make it possible to take educational measures to educate digital citizens.

The increase in traffic accidents is one of the most important life-threatening dangers in the world. Heavy vehicle accidents have also been focused of attention in recent years. Because heavy vehicles play an important role in the economy of countries especially in Iran. Recent research shows heavy vehicle accidents are on the rise, so investigating the causes seems necessary. In many studies, fatigue, drowsiness, anxiety, and anger are important factors in heavy vehicle accidents. In Iran, lack of road amenities and lack of suitable reast area, inappropriate spacing and time of rest area are some of the most important causes of drivers' behavioral problems. Therefore, the aim of this study was to investigate the time and location distance between heavy vehicle rest area and traffic accidents on intercity routes (Case Study: Zanjan-Mianeh main Road and Zanjan-Tabriz Freeway). The statistical population of the study is all drivers of heavy vehicles in this freeway. The sample size was estimated to be 170 people using Cochran formula. The data were categorized and analyzed using descriptive statistical methods. In order to test the research hypotheses, Kolmogorov-Smirnov's inferential statistical methods and correlation and regression tests were used. The results indicate that the time and location distance as well as the facilities of rest area have a significant effect on reducing road accidents. Also a model was fitted based on the spatial and temporal distance of the rest area.

The problem of evil and theodicy are acknowledged as inherent parts of the philosophy of religion. But on the other hand, some are seeking a way to put an end to this issue. Nick Trakakis is one of them, who by passing over meta theodicy and critique of theodicy, finally sees the solution in “anti-Theodicy”. Relying on the objective and practical reality of evil, in addition to the moral, methodological, and metaphysical flaws of the current theodicies, he has revised the image of personal God. According to anti-theodicy, theodicies are based on a personal God, and this is an obstacle to the compromise between the existence of evil and God's benevolence. Nevertheless, anti-theodicy has faced criticism in terms of fundamentals, methodology, and the purpose. In this research, first, the difference between anti-theodicy, meta-theodicy, and critique of theodicy is discussed and then the definition and explanation of anti-theodicy from Trakakis's perspective are explicated. In the end, some of the most important objections to this theory are proposed: taking a monopolistic attitude toward the moral basis, having cognitive weakness in common attributes, being prejudiced in dealing with the problem, ignoring the main problem, not proposing an alternative explanation of evil, and returning to the logical problem of evil.

Today, it is rare to find a country that has not experienced considerable socio-cultural transformation. In this regard, maintaining national unity and cohesion in societies that have cultural, ethnic, linguistic, and religious diversity is far more difficult and complicated than those societies where there is more cultural homogeneity. The political system, policies, and government-driven strategies can promote or undermine national unity. One of the factors that can play a significant role in maintaining solidarity and increasing national belonging among students is the educational system. The aim of the current research was to investigate the representation of national cohesion in Iran’s primary school textbooks. The research paradigm was interpretive, and the research approach was qualitative. The study data was collected through purposeful sampling and included the following textbooks taught in primary schools in Iran: Social Studies, Persian Literature, and Heaven Gifts, which together consisted of 25 volumes. Open and axial coding techniques were used for data analysis. The research findings included 533 concepts, 77 subcategories, and 87 primary categories. After the classification of categories, 11 main themes were identified in the content of textbooks. These themes were common land, cultural heritage, religion, literature and art, flag and anthem, transnational culture, Persian language, civilization heritage, common history, religious holidays, and national heroes and notables. National cohesion and identity have been among the most important topics for all countries in the world. Preservation of national territorial integrity and socialization of students depend on how national identity and cohesion are represented in the educational system of a given country. In this regard, the educational system, as a means to transmit cultural, religious, national, social, political, gender, and ethnic values, can play a pivotal role. The results showed that the promotion of national cohesion in Iranian primary school textbooks suffered from some weaknesses. First, the teaching of national identity and cohesion did not follow logical principles. Furthermore, in some cases, some components of the above-mentioned themes were repeated blandly. Thirdly, the space dedicated to these themes in textbooks was hardly enough. Categories such as religious values and traditional gender roles were among the more prominent categories. Also, of the three dimensions of Iranian national identity, namely, Iranianness, Islamism, universality or modernity, only the dimension of Islamism was taken into consideration and the other two dimensions were neglected. Another problem related to the representation of national cohesion in textbooks was that specialized sources were not consulted. There was an imbalance in the use of national cohesion components in textbooks, and some components were emphasized more than others. The results highlight the significant role that textbook developers, curriculum planners, and educational policymakers can play in the representation of national cohesion. First of all, it is necessary to assess educational needs and collect feedback annually from teachers teaching in different regions regarding the quality of curriculum in terms of content quality, students’ needs, the needs of society, and the current cultural and social exigencies. One of the main and most important responsibilities of curriculum planners and textbook developers is to ensure that all ideas are given fair and enough space in textbooks and that ethnic minorities and their concerns are not marginalized. In this regard, experts in the field should be involved in the process of designing and developing textbooks. As regards the representation of national unity in textbooks, it will be counterproductive to be selective and include only a few elements that have the least impact on maintaining national unity. It is necessary to redefine the category of national cohesion and try to avoid idealism in content development. Students deserve to be provided with a comprehensive description of national identity. For example, regarding the motherland as one of the components of national unity, the contribution of ethnic groups to maintaining the territorial integrity of Iran should be clearly and fairly reflected in textbooks. Generalizations should be avoided, and efforts should be made to reduce the gap between Iranian ethnic groups, which is another main responsibility of curriculum planners. Finally, the way the realities of the society are reflected in upstream documents is idealistic. Thus, it is suggested that those involved in preparing and developing upstream documents have a more realistic view of society and a more open-minded perspective on cultural, social, and educational issues. The discourse governing the textbooks of primary schools in Iran is a mere religious discourse. In other words, it can be said that these textbooks are more concerned with religious rather than national cohesion. Therefore, it is necessary for educational policymakers to reevaluate the discourse governing textbooks. A constructive starting move can be to give more space and voice to ethnic and cultural components, which, in turn, can promote convergence and empathy among different ethnic, cultural, and social groups in Iran.

Advances in technology in the field of artificial intelligence and entering the era of linking biological and digital achievements, depicts the perspective of the utopia of artificial intelligence that seeks to transfer the structure of the biological brain to artificial machines, so that their performance can exceed the performance of modern humans. But the realization of such an ideal, from the point of view of Bruce Reichenbach, is accompanied by theological and philosophical challenges. In this article, by analyzing the content, an attempt has been made to explain and evaluate these alleged challenges from two perspectives of Sadra's wisdom and artificial intelligence specialists in the areas of human identity, spirituality, worship of God, free will, and moral decisions. Although Reichenbach's concerns are significant, they seem to have drawbacks, such as a lack of attention to the survival of primitive patterns and the survival of choice and awareness, the possibility of transmitting religious sentiments in religious experiences, and the possibility of assuming the true God as religious. The possibility of realizing models of free will and the possibility of transition to moral awareness is faced in strong artificial intelligence.

The issue of evil, which is interpreted as the refuge of atheism, is a lively and dynamic debate in the New theology. Theodicy of Divine Compensation is a theological attempt by McCord Adams to explain how the wicked rationally reconcile with an absolutely benevolent God that has received less attention and angles. In this research, with the method of content analysis, an attempt has been made to explain this approach and to express and evaluate its drawbacks and defenses. She tries to change the view of the problem of evil from an abstract problem to an existential problem. And by passing through instrumentalist answers based on the best possible world, it enters into the existential and meaningful connection of the evil and raises the transcendence of the evil through the connection and oneness of existence with God, which is the highest divine reward and compensation. She also emphasizes: a. the imperfection of our understanding of divine purposes, b. the recommendation to step out of defense in the face of evil, c. the focus on the infinite essence of divine goodness, and d. God-like experiences. In this research, an attempt has been made to explain this approach and its drawbacks and defenses have been expressed and evaluated. These problems are such things as the confrontation of philosophy and religion in the issue of evil, the lack of moral obligation of God, the inadequacy of reparation, the lack of justification for evil in this world, the lack of efforts to reduce evil.

Philosophers of education today are faced with the basic question of how to speak of an efficient system of philosophy of education and how to save it from the stagnant state of inaction that it is currently in, so that this system can play a more effective role in guiding the educational system as it is expected. One of the problems that should be pointed out in this connection is the lack of attention given by philosophers of education to the developments in the current era in the field of philosophizing as well as developments emerging in the field of technology. It is a fact that today, philosophizing without considering its technological considerations, as well as dealing with technology without considering its philosophical dimensions (as is the rule in the traditional approach to philosophizing), is obsolete. It is no longer possible to deal with philosophy detached from technological realities, nor with technological researches without thinking about its philosophical considerations.

Abstract The principles of education through the interconnectedness between educational principles and goals are one of the most important and applicable topics in education. One of the tenets of education is the gradual principle, which has attracted the attention of many early and late educators. In the Holy Qur'an, the issue has been raised gradually in numerous verses in the two fields of development and law. Based on the researches, the gradual basis can be deduced from the verses in the field of development and the gradual principle can be deduced from the verse expressed in the field of formation. The commentators of the Qur'an have directly and indirectly addressed this educational principle. Islamic education scholars have referred to a particular class of Qur'anic verses regarding the gradual principle, while there are about 90 verses in the Holy Qur'an that some directly or indirectly refer to the gradual principle. And they can be picked up gradually in education. This descriptive-analytic study has analyzed, analyzed, and analyzed the views of the Qur'anic commentators in reference to the Qur'anic verses and the range of verses that exist on this principle and has concluded that some commentators, including Allameh Tabatabai, cite The verses of the Qur'an directly refer to this principle in education.Keywords: Educational Principles, Gradual Principle, Quranic Commentators, Islamic Education Sciences