rokhsareh ghosoori dargahi

The subject of this article is to examine the ways of encountering extra-religious ideas in the works of Islamic education thinkers. The purpose of this research is to critically examine and consider the differences in the situations, circumstances, intellectual preferences of the writers and their different goals in choosing a specific way of dealing with extra-religious ideas, and the method of hermeneutic analysis has been used in it. The results show that as the educational approaches are different, including philosophical, institutional, and narrative, diversity can be seen in the methods of entering extra-religious ideas, each of which has its advantages and limitations, And it can be classified along with some examples in the titles of independence-oriented (Shari'at Madari), fundamentalist (Ilm Al-Hadi), progressive competition (Safai Ha'eri), integration (Bagheri), protectionist (Qutb), instrumentalist (Mazlumi), Pathological (Kilani) and Responsive (Mothari) and in three general categories of impact on the audience's vision, strategic and dealing with atheistic ideas (for general, special and expert audience).

The subject of this research is the typology of religious propositions، which deals with the classification of the conceptual structure based on the application of various types of religious propositions. The purpose of this classification is to create a context for the entry of religious propositions into appropriate and specific fields of application. For this purpose, an analytical method was used and its results show that religious propositions are divided into broad categories including: induced, deepening, tendentious, negative, insightful, structural, positive, instrumental, detailed and contextual knowledge, each of which can be it is divided into more detailed subcategories, and it specifies the areas of development and application of religious propositions according to the conceptual capacity of propositions in the fields of media and art, reform, propaganda, legislation and pathology, religious education, system creation , prioritization, religious science, rulings and ijtihad and areas of activity and planning. This type of classification considers the conceptual talent of propositions as a criterion for placing them in the appropriate positions, and for this reason, it largely prevents the dispersion and fragmentation of religious concepts, its tasteful selection and organization, the placement of concepts in the wrong place and therefore reduces the eclecticism.

The purpose of this article is to clarify the dimensions of a method for exploiting the division of seven-year courses in the position of degrees. For this purpose, three categories of methods were distinguished and introduced, including citation methods (supplementary allusions of division of steps and other religious evidence), generative methods (comparison of areas of similarity, interrogation method and method of determining generalities and freedom in Details) and methods of connection (adaptation and comparison with the ideas of Muslim and non-Muslim thinkers and its use). Each group of these methods responds to the need to ensure the religious authenticity of the educational process, the need to respond to ambiguities and requirements related to the situation, and the need to update and coordinate with emerging ideas, respectively. Examination of these methods shows that the seven-year division propositions have the ability and capacity to be in the position of educational levels.

The primary purpose of this paper is to explain how we can resolve the current religious education goal setting challenges by introducing a new method based on the Hadith representing the best of Muslims. So first we describe the gap between the ultimate goals and daily goals, the passive role of the goals, the risk of eclectic and ambiguity in a combination of religious thought and the requirements of the contemporary approaches. Second, we identify, analyze and formulate Hadith containing the best three types of structures; general supreme characteristics, and general supreme features with a grand truth to goals setting. At the final section of this paper, we discuss how it is possible to resolve the religious education goal setting challenges a posterior division, adjustment with two criteria, the timelessness of supreme, semantic pluralism and the unification of evidence, and clustering of the audiences.