neda seifi

Mentoring system has long been used as the dominant method of education in different sectors. This system, in the field of art, is mixed with some components and features which are intertwined by morality and spirituality; and apart from transferring technologies and techniques, it has caused excellence in both spirit and mind. The relationship between the master and his disciple was one of the most important factors in the traditional system of art education. This paper tends to extract and discover the most prominent elements of the relationship between the master and the disciple. These characteristics and features being faded in the contemporary art, have ultimately led to the loss of transcendental nature of art. Moreover, looking for this relationship in the present system of art education can highlight the shortcomings and problems of the contemporary situation of art education because without any doubt, one of the most important reasons for the success of arts in the traditional realm was this deep relationship and all the texts and references confirm this claim. The main questions are as follows: What elements was the relationship between the master and the disciple based on? How are these elements working in the contemporary system? The methodology contains a descriptive yet analytic approach which is done by referring to books and texts. The final results showed the details of the relationship between the master and the disciple such as mutual rights, ethics, respect, obedience, commitment, purification, love, the master’s high position, and observing the hierarchy. Also, the presence of these factors in the contemporary system was studied and the findings showed that these factors are not consistent now. This can emphasize on the importance of reviewing the previous values.

Holistic Educational Approach was an educational movement which appeared in the domain of education in the mid- 1980s in North America. In fact it was a result of mental and cultural anxiety during the 60th and 70th centuries and was a reaction to the educational mainstream of the world. Holistic Educational Approach is essentially an educational paradigm that tries to join educational theories with philosophy and spirituality and its instructions aim to oppose against modern improvements and the subsequent crisis such as losing traditional societies and ignoring traditional and spiritual values. Gradually, this led to a situation in which people realized that they had to look at the “wholes” to see the details, and found out that within a paradoxical context, “wholes” were of a great importance. Holistic Educational Approach holds a holistic viewpoint and also a spiritual tendency. In the modern society the ways of learning things get more detailed day by day. Meanwhile education is trapped in some competitive and unbalanced approaches and methods and reductionism has ignored the multi-dimensional aspects of life. The main purpose of Holistic education is to feed the innate abilities of people. So, Holistic Educational Approach succeeded in attracting the teachers and parents who used to criticize imposed and limited educational techniques. The main purpose of Holistic education is to feed the innate abilities of people. In this context, everyone is a capable and unique person who is creative by nature. His skills and needs including physical, mental and spiritual ones are distinctive. Education should try to highlight the individual’s inner self and world. It trains the entire body of an individual with his diverse aspects. Having flexible and holistic points of view, this educational approach is able to deal with different domains. Iranian Islamic art principles also include many detailed points which need close attention. It has always had its special and unique ways of educational ways and manners. A deep study of this approach and its basis shows that the elements and features of this educational approach are very similar to some features and even basis of Iranian traditional art education. Focusing on the main factors of these two domains shows that there are many common factors between these two domains. Such factors are self-transformation, ultimacy, spirituality, experiential learning, uniqueness, love, reverence for life, apprenticeship, interdisciplinary points of view, reasoning, mutual trust, etc. Here in this article, Holistic educational approach is thoroughly introduced and analyzed; its most important elements are explained and then, Iranian traditional art education is studied through a new viewpoint. It seems that Holistic Educational Approach can be considered as a spiritual yet modern approach which may accord with the principles of traditional art education in Iran. Finally, finding harmony and agreements of opinions in Holistic Education Approach and Iranian Islamic art education might prove that Holistic educational approach is somehow in accordance with some of the Iranian Islamic art education principles. This is a qualitative study and the data is collected through books, documents and articles.

According to the traditional believes Henna causes abortion; however، there is no scientific study in this regard and about its teratogenic effect. The aim of this research was to study the effect of Henna extract on congenital malformations in mouse. In this experimental study، a total of 120 female mice (30-40 gr، 8-12 week old) after mating and observing vaginal plug، were randomly allocated in 4 groups of control (Without intervention and distilled water injection) and case (Concentrations of 10 and 100 milligram per kilogram of Henna extract). All groups received daily intra-peritoneal injection for seven days. Cesarean operation was held on 18th and 19th day، as well. While height and weight measurements، embryos were examined for abnormalities. Data were analyzed by SPSS software version 11. 5، ANOVA and least significant difference (LSD) test. P value less than 0. 05 was statistically significant. A significant difference was observed in weight and length of fetuses in case and control group (p<0. 001) but there is no relevant difference among groups that received Henna. In 90% of case group، fetuses had no parietal bone and more extra ribs were observed in the groups who receiving Henna extract. Hydro-alcoholic extract of Henna has teratogenic properties، so it should be consumed with caution during pregnancy.