فهرست مطالب majid mohebzadeh

Philosophers believe that as the existence of the possible beings needs a cause and their survival also needs a cause. One of the most important mystical and religious subjects is the role of the perfect man in the world. In the following article, by using analytical-descriptive method, the essence of the perfect man is analyzed first. It has been discussed that the perfect man is the emanation of the Divine characteristics and names and then by citation of the verses of the holy Quran and the Hadithes of the infallible Imams, this fact has been proved that the existence of the perfect man (i.e. absolute vicegerent of God) on earth has been continued since the existence of prophet Adam. Then it is pointed that the scholars of mysticism and philosophy believe that the perfect man is the cause of the survival of the world, because they believe that the perfect man protects human beings by God's permission. He is also the focal point of existence and a medium of Divine's grace, and everything was created because of the perfect man, and the world’s order is originally managed by him. He is the ultimate goal of the creatures. The necessity of the infallibility of the perfect man, as God's absolute vicegerent, is inevitable because he must be a perfect copy of Divine characteristics and names and the synthetic existence. In the current era this important duty is fulfilled by Imam Mahdi (PBUH).

The aim of this study was to compare the effectiveness of cooperative and metacognition teaching methods on motivational beliefs and self-regulated learning in male high school students in the Lodab region.

The research was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study included all male students of the second year of high school in the Lodab region in the academic year 1399-1399, from which 60 people were randomly selected and randomly assigned in 3 groups: teaching method of cooperative teaching, metacognition teaching method, and assigned control. (20 people in each group). The two experimental groups received cooperative training based on cooperative teaching method and metacognition teaching method by a teacher in 10 one-hour sessions for 2 months, while the control group received their usual training in the classroom. The research instrument included Pintrich and Digrott (1990) Self-Governance Learning Strategies Questionnaire which was completed in two stages of pre-test and post-test.

The results of the multivariate analysis of covariance showed that intervention methods (cooperative teaching method and metacognition) were effective on the variables of motivational beliefs and self-regulated learning (P <0.01). Also, the results of comparing the effect of cooperative and metacognition teaching methods on motivational beliefs and self-learning showed that cooperative and metacognition teaching methods did not differ significantly in influencing these variables.

It can be concluded that cooperative and metacognition teaching methods can increase the motivational beliefs and self-regulated learning of students.

The aim of this study was to determine the effectiveness of rhythmic movement game training on reducing separation anxiety in children aged 5 to 6 years.

The research method was quasi-experimental with pretest-posttest design with control group and two-month follow-up. The study population of this study was children aged 5 to 6 years with separation anxiety referred to the Family and child clinic of Shahid Beheshti University in 2018. After screening with separation separation measurement scale (parent version), 24 children were selected by convenience sampling method and randomly in The experimental and control groups (12 children in each group) were replaced. The experimental group underwent Rafie (2012) rhythmic movement training package for 8 sessions, but the control group did not receive any intervention. Data were analyzed using repeated measures analysis of variance statistical method.

The results showed that rhythmic motor game training on the total score of separation anxiety (F = 0.004, P = 0.004), fear of being left alone (F = 0.012, F = 7.7), fear of abandonment. (F = 10.00, P = 0.004), then the fear of physical diseases (F = 0.004, F = 10.60) and the dimension of worry about dangerous accidents (F = 0.049, F = 3.97) and this effect was sustained in the follow-up phase.

Teaching rhythmic movement games is an effective strategic intervention to reduce separation anxiety in children.

Nowadays, religious experience is one of the important subjects in the philosophy of religion. After doing the research we came to the conclusion that Schleier macher found the contents in the holy book in opposition to the wisdom and understanding of the human beings. According to this basis he concluded that the essence of religion is the religious experience. It seems that he has gone to extremes and the religious experience from his point of view is not a rational and conceptional experience but it is a feeling of absolute dependence and reliance on a source which is separate from the world.
But great people like Villiam Alston, Feuerbach, Gorge A.LindBeck, MCGrath and others have criticized his ideas. In this research we become familiar with the essence of the religious experience, its different forms and its various definitions.
Ayatollah dr Beheshti has the following words about the essence of the religious experience. Religion is understanding the command of the sublime and the religious experience is entering and absolute obedience of that command. Dr Beheshti believes that the religious experience is authentic for the one who experiences it and says that it is a way to prove the religious beliefs alongside with rational reasoning. He believes that the religious experience is not initiated by west and we must not deprive our souls of this generous resource. However the viewpoints of these two philosophers are different because of different cultural atmospheres of Islam and christianity, as Islam pays, a lot of attention to contemplation and pondering.
As the views of these philosophers about the religious experience have not been surveyed, this article is new and innovative. To follow the end part of the thesis can be useful especially for the university students.