afzal al-sadat hosseini

The purpose of research was to examine ethics education from the two religious thinkers’ perspective of Iran namely Mustafa Malikian and Abolghasem Fana’i. The method of data collection was documentary through the review of primary and secondary sources indexed in various scientific databases. The method of analysis was conceptual content analysis. Based on the findings, the most important similarities of ethics education in the Malikian and Fana’i’s thoughts are as follow: Trans-religious nature of ethics education; absence of coercion in ethics education, and emphasis on use of integrated approach in ethics education. The differences between these two thinkers are: while Malikian's emphasis on individual ethics education, lack of attention to modern human characteristics in Iran's education system, and universality of ethics life compared to moral practice; Fana’i highlighted social ethics education, replacing ethics with jurisprudence in Iran's education system, clash of ethics education with religious education in this system, and existence of a gap between knowledge and ethics practice. According to the findings, it is suggested to the curriculum planners of Iran to take a more comprehensive look at the views of traditional thinkers and the modern religious thinkers’ perspectives in ethics education of learners.

The purpose of this article is to review and explain the basics, goals and principles of the spiritual approach to religious education from the perspective of Allameh Tabatabai and its use for the second period of childhood. Considering that from the point of view of Islamic education, the childhood period is the preparatory stage for his preparation for religiosity, so the results of this research are effective for the foundation of religious education in this period.In the first stage, the research method is descriptive-analytical, and in the second stage, the progressive inference method based on Frankna's reconstructed model, which was reconstructed by Bagheri, was used.In this method, from the basics to the goals and after deducing them, the desired principles are obtained in the same way.The findings of the article are presented in the basics, goals and principles section, and the most important principles obtained include: leading the child's understanding to self-knowledge and paying attention to its dignity, the flourishing of natural abilities, enhancing the child's natural life, balanced satisfaction, management and control of desires, as well as giving meaning to a child's life under the fourfold communication.

Thinking styles control abilities and help us better understand why some people are successful in their performance and others are not. It should be noted that thinking styles are relative and different in various situations. Ned Herrmann's theory of the four quadrants of the brain is one of the basic concepts of thinking styles. Ned Herrmann believes that the brain is specialized physically and functionally. He divided the specific function of the brain into four separate parts, each of which has its language, values, and ways of knowing. On the other hand, the current approach to creativity focuses on how the brain system works. From the point of view of cognitive science, creativity should be considered a higher cognitive process. This research aimed to formulate a cognitive model of mind creativity based on Ned Herrmann's theory to activate students' thinking styles.

Based on the purpose, this study was applied research. In terms of collecting data, this study is cross–sectional and analyzes the obtained data using an analytical method. Our study was a type of correlational research based on structural equation modeling. The research population included 3500 fifth– and sixth–grade students of Ardabil City, Iran, studying in the academic year 2021–2022. The researcher went to the Education Administration of Ardabil and obtained the necessary permissions. After dividing the city of Ardabil into five districts (north, south, east, west, and center), 10 primary schools were selected by a simple random method (two schools from each district). The minimum sample size in structural equation modeling is 200. So, after referring to the schools, 200 fifth– and sixth–grade students were recruited using the available sampling method. Next, we used the Observational Checklist of Lateral Superiority Assessment (Chapman & Chapman, 1987), the Abedi Creativity Questionnaire (Abedi, 1993), and the Thinking Styles Inventory (Sternberg & Wagner, 1991) to collect the study data. The inclusion criteria were not participating in the training classes for strengthening the two hemispheres and creativity and not using drugs. Also, the subjects were asked to sign the consent form after reading the details of the study. All their information would remain confidential, as well. Descriptive statistics, including mean, standard deviation, minimum and maximum scores, and variance, were calculated using SPSS version 27 software. Structural equation modeling was used for data analysis using Smart PLS version 3 (partial least squares technique). Also, in the measurement part of the model, where the relationships between the observed variables and the existing variables were examined, convergent validity, composite reliability, T–statistics, and the general criterion of fit (GOF) were used to evaluate the structural part of the model. The significance level was set at 0.01.

The results confirmed the convergent validity of creativity (AVE=0.755), internal reliability of creativity (CR=0.899), the convergent validity of thinking styles (AVE=0.578), and internal reliability of thinking styles (CR=0.946). Brain dominance positively and directly affected creativity (p<0.001, β=0.395). Also, creativity had a positive and direct effect on thinking style (p<0.001, β=0.664), and the model had an acceptable fit (GOF=0.389).

According to the findings of this research, it is possible to use the cognitive model of mind creativity based on Ned Herrmann's theory to activate students' thinking styles.

Holistic education is one of the educational trends of the late twentieth century, which, resting on spiritual foundations, attempted to overcome the shortcomings of modern educational theories. Although the origin of this approach can be found in the works of contemporary Western educators, this paper traces its roots in the old Eastern philosophical and spiritual thoughts centered on Daoism, and illustrates the encounter between the contemporary form of this approach and its eastern form in ancient time .Using content analysis and philosophical evidence, this paper first elucidates the fundamental components of Daoism in the original texts of such books like “the Tao Te Ching” by Lao Tseu and Ching tse, and then deals with the part which this approach has in holistic education. Considering the fundamental themes of Daoism, such as the nature of Dao, the collapse of the conventional system of values, self-monitoring and negation of mind and language; the basic educational concept of "fluidity”, its basic purpose of "liberation from mind" and the fundamental concept of learning" not-learning" reveal the truth of Dao.

Creativity is the highest cognitive and public ability which some believe that helping for its improvement is the main goal of educational system. Reaching to this goal needs to have programs and methods to help training creativity. In spite of that, looking at the educational programs in the country indicates that considering the ability of creativity has no specific position. Actually this loss, especially in the pre-school program which has fundamental function, makes problem.Goal: Solving the shortage of creativity and helping to improve this ability in learners is the main goal of the research. This research is a kind of experiment with control group. The sample of research was a group of pre-school learners which were randomly divided into two groups of control and experiment with each group being ten persons. The program of story creation was made and tested in twenty training sessions. The efficiency of the program was achieved by using Torrance Tests of Creative Thinking in pre-test and post-test. The results show that after performing the experimental course there is a meaningful statistical difference between control and experiment groups in creativity. Applying the story creation experimental course helps the improvement of children's creativity.

This paper addresses the issue of spiritual training from the perspective of Allameh Tabatabaie. The paper has two sections; in the first, the concept of spiritual training has been addressed. the methodology used in this section is progressive analysis; that is, after the investigation and adaptation of the presuppositions from the philosophical and Islamic approach by Alameh, the meaning of spirituality is analyzed and then the concept of spiritual training is inferred; in this perspective, spiritual training consists of directing the process of abstraction of self, compatible with godly nature which is achieved through reinforcement of tendency, acquisition of knowledge and contiguous practice. In such a way, the aims of spiritual training would show the cognitive, tendencial, and practical dimensions. In the second section, some of the principles And methods of spiritual trainings using the Franna induction has been developed; principles and methods such as the principle of dissimilarity of God to other creatures, and the praising form of Zhekr, purification of thought, and concentration on an imagery form, internalization principle, and the repetitious form of practice