صادق کشاورزیان

The aim of this study was to evaluate and analyze the experiences of teachers in disadvantaged areas participating in the Creative Instructor Training Workshop, which was held virtually. The study population was all participants in the part-time creativity instructor training courses of the Institute of Free Creative Higher Education in Tehran in 1400. The present sample consisted of 14 participants in the Creative Instructor Training Workshop who were selected by purposive sampling. Data were collected using semi-structured interviews in a zoom interactive context and analyzed by content analysis method, and the interviews were continued until data saturation. Validity was assessed using peer review by colleagues and participants and reliability was assessed by coding the text of three interviews by unknown individuals outside the study. Findings in the form of 383 codes, 33 primary sub-themes and finally 16 repetitive sub-themes reflect the dimensions and quality of training of educators in deprived areas in the online creativity workshop. The results showed that the trainers had significant satisfaction with the workshop and their knowledge, attitude and skills in the field of creativity changed significantly after attending the workshop. Training evaluation questions will help the workshop staff to be more effective in designing and implementing future training program such as developing creative curriculum.

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