علی لطیفی

It is necessary to have ethics and moral education in the form of a specific curriculum today. Based on the opinions of Muslim virtue ethics scholars, this curriculum can provide a clear path for educational systems. Farabi tries to form the Islamic moral system based on "virtue". Using an inferential method, this research describes the moral education curriculum from his point of view. According to the results of this research, Farabi’s ultimate goal is ‘prosperity’ and he mentions acquiring virtues as an intermediate goal in order to achieve the ultimate goal. Considering the content of the curriculum, Farabi suggests the content to be virtues that are in line with prosperity and expresses practical steps for the formation of virtues. In addition, some methods can be obtained from Farabi's works, including "providing situations similar to action", "inverted action", "argumentative, persuasive and reluctant dialogue", "obedience" and "comparison of pleasures". Farabi believes the main evaluation factor is to examine moral virtues and whether they are a habitual disposition or not, which can be easily evaluated by doing good deeds and abandoning bad deeds.

One of the main parameters in determining the effectiveness and quality of the emulsion is the degree of adhesion and coating of stone materials as well as its failure time. In this research, by changing various parameters, including: the amount of residual bitumen, the percentage of emulsion added to the materials, the amount of latex and its production in the laboratory plant (EmoLab), the amount of coating of stone materials, and the failure time in contact with stone materials for two types of basic bitumen 70/60 and 100/85 have been investigated. Also, the effect of different parameters of the bitumen emulsion, such as the type of bitumen, the percentage of residual bitumen, and the amount of emulsifier used in the production of emulsion, on qualitative tests such as sieve test, viscosity, stability, and settlement of the emulsion bitumen were investigated. In this research, an attempt has been made to investigate the effect of two different types of siliceous and lime materials and their effect on the properties of silt slurry mixture. The results showed that the use of more latex reduced the failure time by about 23%, but the bituminous coating of the materials increased by about 5%. Also, the use of emulsifier and more residual bitumen increased the failure time by 100% and improved the bituminous coating of stone materials by 76%. Also, inferring from the results of the tests, the use of silica materials in the adhesion test requires more time for hardening. Also, siliceous materials have less resistance than limestone materials. Also, the resistance of siliceous materials in the wear test in wet conditions is about 22% lower and in the wheel loading test about 25% lower than limestone materials. In the consistency test of slurry silt mixture, it was also determined that limestone materials have more slump and less fluidity around 30%.

Teachers and educators often concern about how they can benefit from their theoretical knowledge (which is usually general and situation-independent) in practical and real situations and have a sound decision about what to do specifically? In modern educational thought, some thinkers have introduced a mediating field of knowledge or proposed practical guidelines to overcome this gap, some educators have emphasized some personal traits of the teacher, while some other have less attention to this challenge. This research tries to formulate the necessary competencies which a teacher needs to move from theory to practice by analyzing the views of Muslim philosophers on some philosophical issues such as the classification and stratification of knowledge/science, human praxis and its preliminaries, practical intellect and practical characters. According to the findings, beside to some categories of general knowledge, competencies such as practical experience, tarawwi (i.e. the ability to ponder upon a particular practical situation), moral and professional characters and taqwaa (piety) are also needed in this regard. What fills the gap between educational theory (which is always conceptual and general) and educational practice (i.e. to recognize what to do in a specific situation) is a personality who has these competencies.

Commodification in education is amongst those policies which have been highly promoted globally based on various grounds and by different means and justifications in recent years and Iran is not an exception. This research, by using content analysis method, studies the documents, regulations and measurements taken by the Iranian government in this regard to represent the current condition of the commodification of public Education in contemporary Iran along with a critical analysis of this policy in regard to its theoretical foundations and also its moral, educational, social and economic consequences. Based on the findings of the research, commodification of public education in Iran is expanding through phenomena and processes such as (apparent and hidden) privatization, buying and selling educational services and plans of monetization of schools. This is despite the fact that, commodification is based on neoliberalism and therefore, contradictive to the Islamic foundations and values about the nature of knowledge, the ideal education and the responsibility of government in public education as a public right. Also, on the other hand and based on global and local experiences, implementing this policy will prepare the ground for undesired outcomes such as the decline of moral and social values, reduction in the quality of state-run education, inequality and injustice and decrease of the economic, scientific and technological efficiency and growth.

The present article studies the teaching model of Martin Heidegger, as one of the most effective existential philosophers of the 20th century. Heidegger defines the teaching process as a herald of "giving opportunity for learning" and considers it necessary and at the same time difficult for the teacher to learn how to give this opportunity. Therefore, in this article, focusing on the above definition, after stating the requirements of teaching and clarifying the concept of learning in Heidegger's thought, we will analyze how to allow and examine its dimensions and stages according to Heidegger's teaching model. By studying and examining Heidegger's various works, especially the phenomenal examination of his teaching model, we will see in this article that: First, in his intellectual and educational system, he tried to provide a new definition of teaching and learning, which is completely separate from the intellectual tradition of his time and it is alien and at the same time in harmony with his own thought. Secondly, he considers teaching to have different dimensions and phenomenal stages, neglecting which will make the teaching process sterile. Among these different dimensions and stages, the following topics have been considered in this research: the interactive process of learning, the topic of interest, existential encounter, creating enthusiasm, listening, leaving the familiar territory, questioning and leaping.

The belief system of Islam has enough capacity to create curriculum theories, therefore it is necessary to carry out methodological reflections and explanations in accordance with this system for theorizing the curriculum with an Islamic approach.

The current research was a descriptive, analytical-inferential method.

The current research with a descriptive, analytical-inferential method ،has recognized the capacity of the Islamic system and explained its methodological assumptions, and explained its theoretical requirements.

Determining the basic approach of the curriculum and the conceptual network arising from two sources of reason and revelation and considering the three effective, internal and final systems in the theorizing of the curriculum are some of these requirements.

Understanding the process and conditions of the constitution of modern educational science during the cultural and social history of modern world has a key role in comprehending the nature of educational science, those mentalities and big ideas which govern it and its legacy for today's educational world. To reach that aim, this research studies the socio-cultural grounds of the formation and development of modern educational science by analyzing first-hand and second-hand historical resources about educational science and modern education across regions along the modern history, using historical-analytical method. Based on the findings of the research, six main grounds have been recognized as most effective in the formation of educational science and explained in detail and they are as follows: necessity of preparing new generation for the modern society and inefficiency of traditional institutions, educationalization of social problems, discovering childhood, psychologism (in education), schools and teacher training institutes and finally, the profession of teaching and professionalization of various educational occupations.

A significant increase in the accounting restatements has attracted, academic attention, rule and public attention with considering all its consequences,. In this regard, the purpose of this study is to investigate the relationship between of audit quality, real and accrual earnings management on financial statement restatements in listed companies on Tehran Stock Exchange. In this purpose a sample of consisting of 120 listed companies in Tehran stock exchange during the period 2010 to 2016 was selected. In order to analyze the hypothesis was used logistic regression model.. The research findings show that audit quality hast negative impact on restatement, while real and accrual earning management has positive impact on restatement. In other words, we can say the high level of audit quality, reduce the likelihood of restatements and with increase in real and accrual earnings management, increase the likelihood of restatements.

Recognition of major keywords in Imam Khomeini's thoughts is an important path to completely know the intellectual-political collection of the structure which he legally and institutionally built after the revolution of 1357 and left for us. "Ommat" is one of those keywords with religious essence and Islamic feature that came to the political thinking of Islamic thinkers specifically the great leader of our Islamic revolution. The investigation of theoretical and practical works of Imam Khomeini indicates that the word "Ommat" has been able to compete with conceptual changes of the day such as nation and nationalism in addition to maintaining its validity and Koranic origin. In fact, it has reproduced itself employing the instrument of ejtehad, adjusting itself to the conditions of time and place in Imam Khomeini's thoughts. The present research tried to study Imam Khomeini's attitude employing descriptive-analytical technique and library method. By studying the terminology used by Imam Khomeini, it is concluded that the concept of "nation" is a marginal one, in relation with the concept of "Ommat" In fact, Imam Khomeini has not negated nationalism with the meaning of national authority in his comments, but he has negated ethnicity and clanship and their undesirable impact as the factors of separation among Islamic ommat.

Nevertheless, nowadays, we have encountered increasing spread of unveiling's phenomenon because of different reasons like cultural aggression, media's activity, satellite networks, destructive internet sites and also unavailability of complete low, about veil and it's instances and weak interaction of organizations and institutions of cultural affairs. Unveiling's phenomenon is increasingly spread in west of Tehran's province because of geographical conditions, migration phenomenon, population density and etc. In this research, the extra systematic challenges in west of Tehran`s province are faced with it in controlling unveiling are investigated infour cultural area, advertising area, legal-judicial area and advertising area. The method of this research was qualitative and the way of compilation of information was via written interview with administrators and outstanding of security command of west of Tehran`s province and were choosen by snowball way for 32 persons. Then collected data analyzed by contents analysis. The results showed that the security forces of Islamic republic of Iran encountered 26 adminstrative challenge components, 21 cultural challenge components, 18 legal judicial challenge components and 15 advertising challenge components in doing his duty in confronting and controlling unveiling, connected with other organizations and offices in west of Tehran`s province. Furthermore, the media's challenge, satellite and virtual space known as the most important challenge to control unveiling. Unavailability of a complete low in veil field and it's instances and fashion challenge, in attention toward supply and selling improper clothes are placed in second and third levels.

The principal problem in the present study is to answer the following question: how philosophy, according to Islamic philosophers, extends to the sciences referring to life and how philosophy contribute to the production and reproduction of scientific theories. With aids of an analytic-descriptive method and by reading out the topics in the Islamic philosophy referring to the philosophy and sciences relations (with especial attention to Ayat Allah Javadi Amoli’s exposition), we try first to describe the most important features of Islamic philosophy views about the relation between philosophy and sciences and then with a logical analysis we will say the points of this view, its implications, its capacities, and the new horizons it opens in the way in which philosophy extends to sciences. The distinction criterion in sciences, the subject-matters of philosophy and sciences and their relation, the status of subject-matter, elements and problems in sciences and their relation with each other are among the most important problems in Islamic philosophy which make an appropriate framework for investigating the way in which philosophy extends to sciences; these topics will be discussed in the section on ‘reading out’. In the final section the most important implications and capacities of this readout for the way in which philosophy could contribute to the production and reproduction of scientific theories will brought out in form of five fundamental principles: the contribution of philosophy to providing premises necessary for establishing some of the scientific problems, emphasis on the scientist proficiency over his/her principles of philosophical knowledge, the role this proficiency plays in theoretical deepening and argumentative accuracy of theories, and also a true interpretation of the term ‘additional philosophies’ according to Islamic philosophy.

This research investigates the Islamic approach in islamicization of knowledge as the oldest approach in theorizing Islamic training knowledge. In doing do, at the first step the definitions of the terms, islamicization of knowledge, Islamic training, and methodology are presented and then the most important ideas of Islamic scholars, namely Abdolrahman Naqib, the Egyptian Islamic training expert, in this approach are, fundamentally and methodologically, discussed. Eventually, the most important weaknesses and strengths of the approach as well as the degree of the success of the followers in achieving their goals are mentioned. It seems that, although the approach has had a considerable role in the formation a cultural movement with regard to the necessity of reproduction of Islamic training knowledge and provision of scientific literature, it suffers from weakness in foundations and theoretical depth to play a significant role in contemporary education.

In recent decades, "Islamic Education" –as a scientific discipline or a field of study which concentrates on studying educational questions from an Islamic viewpoint– has been at the core of attention of Muslim scholars. This paper seeks to shed some light on the viewpoints of one of the Iranian Philosophers of Education about the nature and methodology of "Islamic education" and to analyze and assess them. The appraisal is based on logical analysis and concentrates on studying the internal coherence of the ideas, rather than external and foundational criticism, as much as possible. The paper includes an introduction and four parts, the first of which reviews the methodological foundations of this approach. The second and third parts discuss about the nature and research methods of Islamic education and finally, the last part presents some considerations and critiques about the aforementioned ideas.