فهرست مطالب seyed hashem golestani

The purpose of writing this article is to explain epistemology from the point of view of Sohrvardi Aref and extract hints and educational points based on his epistemological views.

The research method is content analysis, and based on this, first, epistemology is introduced from the perspective of Sohrvardi Aref, and then educational points are adapted from his opinions and thoughts.

Suhrvardi considers true knowledge to be the result of ecstasy and heart's taste and intuitive understanding, which is not possible except through cultivation and refinement, divine providence and following the Sharia. In his opinion, going through the knowledge of al-Iqin and Ain al-Iqin is the ultimate limit of knowledge and it is necessary to reach the right of al-Iqin. Education and training based on this type of epistemology, along with education, requires human development according to his natural and heart dimension. In such a way that it leads a person to self-knowledge and self-perception, so that he knows his faults and virtues and fixes or cultivates them.

According to this type of epistemology, personal and inner experience plays an important role in learning.

Ethical education is the most important topics in education and an effective affair in correction self purification and human s' prosperity. This topic emphasizes on the foundations and fundamental recognition. The major issue in the essay is the study of the fundamentals of anthropology of ethical education with comparison of Javadi Amoli s' perspective and Mohammad Ghazali s' by descriptive and analytical method. Based on the findings of the research , human s' supernatural and spiritual spirit ,nature and intuitive insight toward the existence , authority , human dignity and his need to education and divine guidance are the most important fundamentals of anthropology from the perspective of Javadi Amoli and Mohammad Ghazali. Each of them have some similarities and differences in explaining the fundamentals.

The purpose of this study was to collect and analyze John Dewey’s ideas on education and ontological aspect of human’s life. A descriptive analytical method was used for data collection in the article. the content of study was the document’s that reflect the Dewey s idea about ontology and Anthropology. an attempt is made to focus on Dewey’s notions on education with an emphasis on experience, principle of education, principle of experience, principle of change.

This article aims to analyze teachers' professional qualifications from a critical approach with emphasis on Paulo Freire's views. This study was conducted using the qualitative approach and the transcendental analysis method. Its sample consists of documents, texts and related resources collected through theoretical sampling of all available texts as full census. Findings show that Freire considers different roles for liberatory teachers, such as "questioning", "raising awareness", "liberation" and "transformation". Moreover, teachers' professional qualifications, based on Freire's views can be divided into three domains, including the cognitive domain (historical knowledge, knowledge of the teaching/learning process, ability to design a native curriculum, understanding of the political identity of knowledge, and ability to create consciousness); the psychomotor domain (ability to use teaching methods, creating the critical ability in learners, interacting with learners; and the affective attitude (lifelong teaching, having humility, restoring human dignity, enhancing learners' hope for liberation, and respect for ethnic, cultural, and religious differences).

The present study aims to analyze the professional competencies of teachers from the perspective of postmodern approach in order to provide a model for the professional competencies of teachers. This research was carried out with a qualitative approach and using the process of transcendental analysis in two steps to describe and explain the necessary conditions. The research findings show that postmodernists consider teachers as transformational thinkers instead of placing teachers in a limited and inflexible framework of technical and professional competencies. In this study, the necessary competencies for the teaching profession were examined in three areas: competencies focused on awareness, competencies focused on ability and competencies focused on attitude. Based on Giro's views, the components of professional competence include critique of existing knowledge, creation of new forms of knowledge, deconstruction of texts, attention to the political dimension of teaching, lack of authoritarianism, democratic relations, interaction and cooperation with colleagues and respect for differences. Findings for the second question of the research show that Giro assigns roles to borderline teachers as: professional intellectual, transformational thinker, facilitator of learning process, teaching how to learn and cultural agent.

Mystical epistemology is in intuitive knowledge that deals with the heart and there is no sense and intellect in it. From the point of view of mystics, this cognition is not obtained through the external senses or argumentative processes, but it is a knowledge resulting from discovery and intuition, as a result of which the inner universe can be understood. The aim of the present study is to examine mystical epistemology from the perspective of Sheikh Shahabuddin Omar Sahrurdi, a mystic of the seventh century AH, which has been conducted by descriptive-analytical method. According to Sahrurdi, one of the types of knowledge, which includes sensory, intellectual, innate and heart knowledge, the place of knowledge is the heart, and with the heart knowledge, true cognition can be achieved. Like other mystics, while confirming the sense and intellect in acquiring knowledge, he does not consider these two to be sufficient to achieve the knowledge of God and gives originality to the knowledge of heart. In the path of knowledge, which is gradual, man goes through different stages and does not enter the next stage until he passes a stage.

Man is a social being who grows in interaction with society and social relations and relations and equally affects society in terms of its existential effects. Accordingly, according to the verses of the Qur'an, man is social in the context of creation. He is laid. As it is stated in Surah Al-Hujurat: "O people, We created you from a male and a female, and made you nations and tribes, so that you may know one another." Indeed, the most esteemed of you in the sight of God is the most pious of you. ”The author in this research, using the method of qualitative content analysis, and with the approach of inferential analysis to examine and extract the existing foundations of Imam Ali This scientific research consists of six main stages: a) providing a brief description of the basics of anthropology. B) examining the anthropological basis of nature and analyzing its position from the perspective of Imam Ali (as). C) Review A brief overview of the principles of social education. D) Analysis of the principle of interaction and social participation and the necessity of this principle from the perspective of Mawla Ali (AS). Explain and draw the relationship between the anthropological basis of nature and the principle of interaction and social participation from the perspective of Imam Ali (AS) in a codified and systematic way and present a conceptual model.

The purpose of this study is to investigate the confusion of opportunity in the works of al-Ghazali and to explain its educational implications for the educational authorities. His works and ideas in various fields of Islamic sciences such as jurisprudence, theology and ethics have been left to him in more than seventy compilations. This research has been done by descriptive-analytical method. Referring to the works of Abu Hamed Ghazali, the author studies and reviews those writings of this great thinker about the life, time, and related concepts. While emphasizing the importance of human life, al-Ghazâlî invites his audience to embrace the various opportunities of life that flow in the context of the eternal life, and his overall purpose in these recommendations is to know and obey God, to control one's airs, to serve one and only Lord. Bliss is in the Hereafter. Ghazali considers the exploitation of the opportunities of his life to be the most important in the course of his education, and he has repeated and emphatic advice on the seizure of opportunities, and he does everything he can to save time and waste opportunities.

The purpose of the present study is to deduce the aims, principles and principles of justice in the teaching of Islam based on Islamic teachings. To achieve this goal, a qualitative research method was used by applying the reconstructed Frankenza inference model. The analysis of the research data was performed using thematic categorization and interpretation and has been regularly reviewed to ensure the data. In this study, the goals of justice were first identified and the principles of justice were stated, then the principles of justice, which were general guidelines, were deduced from the principles and extracted based on the principles of fair practices, which were minor guidelines. According to the findings of the study, the principles of justice are: respect for individual and social rights, respect for rights, moderation and balance, insight into justice, the essence of justice, fairness, justice and moderation. And according to the findings, some fair training methods are: social justice, people's satisfaction on the basis of rational and religious norms, wide-ranging assignment, reward for action, punishment for error, proportionality and harmony between components, a sense of satisfaction. From understanding the individual, legislating and obeying the law.

The purpose of the present study was to deduce the goals, principles and principles of Ehsan in education from the perspective of Khaje Nasir al-Din al-Tusi in order to present a model of education. This research has been done with qualitative approach and through deductive method with Franken's reconstructed paradigm (deducing goals, principles, principles and educational methods). The field of research included Khaje Nasir's written books (Nasserian ethics, muhtashimi ethics and the teachings of the students) and books, articles, researches and commentaries written on Khaje Nasir's works. In this research, after collecting the required data from the above texts, the concepts were first classified using the subject coding method. Then, based on Francona's deductive model, goals, principles, principles, and educational methods were deduced. In order to increase the reliability and reliability and to ensure the results, the ways of achieving the results have been regularly analyzed and interpreted by expert lecturers. According to the results of the research, some of Ehsan's educational methods from the point of view of Khaje Nasir include: worms, self-sacrifice, pardon, mercy, decency, compassion, compassion, compassion, forgiveness, compassion, tolerance, tolerance, Peace, stillness, patience, contentment, dignity, piety, discipline, dignity and freedom.

This study was conducted to determine the pattern of intuitive curriculum design based on the aesthetic review of Divan Hafez and the qualitative hermeneutical analysis of all available print and electronic resources used to collect the information. Data analysis was performed using deductive categorization system and results were divided into goals, resources, and teaching-learning strategies in the form of axial categories. The intuitive curriculum model enables all planners and practitioners of the country's education to take a fresh look at the elements of the country's curriculum at all levels, and most importantly the postgraduate courses as well, Have doctoral and postdoctoral degrees and use rich literary, artistic, and mystical resources as teaching and guidance resources in education. Education, with this understanding, will come to the discovery of transcendental meanings in the shadow of boundless and endless inner knowledge as the infallible source of truth. This research is an attempt to open the door to the amazing world of intuitive education.

This study aims to identifying components of social capital in cognitive and mental dimensions from Imam Khomeini point of view, in Sahifa Noor book. Research method is qualitative and consists of inductive content analysis. For this purpose, from 22 volumes of Sahifa Noor book, 15volumes are selected and in order to make a relation between these books and social capital concepts, and by taking notes from library resources through classification processes, Coding and theme making, they have been analyzed. Results show "god centeredness", "Islam centeredness", "trust", "reliability", "rule orienting and believeing that god monitors us", are important factors of social capital's cognitive components from Imam Khomeini point of view. The authors of the article concluded that Imam Khomeini has recommended people and officials according to the commands of God and emphasis on the necessity of increasing trust and social integration and the practice of the laws.

The general purpose of this study is to investigate the evolution of the foundation of the philosophy of foreign language teaching and its relationship with the implementation of educational policies in Iran (after the victory of the Islamic Revolution).

In the first part, referring to the books and texts available in libraries and digital resources and using the method of qualitative content analysis, the evolution of the Foundation for the Philosophy of Foreign Language Teaching in Iran after The victory of the Islamic Revolution was analyzed and the changes in the philosophy of foreign language teaching after the Islamic Revolution of Iran compared to previous periods were examined. Then its relationship with the Foundation for the Philosophy of Foreign Language Teaching with educational policies in Iran was studied.

The results of this study show that from the beginning of the Qajar period to the end of the Pahlavi dynasty, factors such as modernization policies, new global conditions, the growing global relations, increasing diplomacy and the establishment of numerous embassies around the world The field of trade and the development of Iranchr('39')s economic relations with other parts of the world show the importance of teaching foreign languages ​​and why it is included in the countrychr('39')s education.

According to the findings with the Islamic Revolution, the philosophy and goal of language teaching should have changed, which of course did. After the Islamic Revolution and the emergence of Imam Khomeinichr('39')s ideas in the heart of the revolution, the long-term, medium-term and short-term goals of Iranchr('39')s foreign policy changed, and as a result, the foundation of the philosophy of foreign language teaching changed.

In order to educate the development of human personality and modify his behavior, philosophy of education is value-based education. In the religion of Islam, attention to values in the worldly and human wisdom has been considered both together and neglected from any one, in order to guarantee the happiness of his life in both physical and spiritual fields. This article is a descriptive method Provides an explanatory and comparative critique of the affinities and paradoxes between the teachings of Immanuel Kant and Islam. Findings show that Kant's education system originates from his moral philosophy. Kant considers the most important part of education as ethical education, the child should be accustomed to act in accordance with the general principles that it has found to be logical. This reflects the importance that Kant holds for man, his wisdom, and his will. Attention to Islamic education also leads to the formation of a human being that all of his existential dimensions are considered and not only considered cognitive, material or social, but all human areas have been considered.

In this paper, we aim to present a model and model of moral education based on the requirements of human dignity from the perspective of Immanuel Kant and Morteza Motahari. Therefore, at the outset, the concept of dignity and the content of the word human dignity and its importance are analyzed in Kant and Motahari. Finally, moral education based on the requirements of human dignity (educational implications of human dignity requirements), using the tools of the works of these two Muslim scholars And the Christian has been analyzed.

This article is going to analyze Naser Khosrow viewpoint on both concepts of wisdom and religion. Thus, firstly the dual axes of wisdom in the worldview of Naser Khosrow has been investigated and then the wisdom in his book of poetries and Khan-al-Akhavan and then the religion and religiosity concept has been analyzed.
In order to realization of the research purpose, the library method and note-taking tool have been used.
According to Naser Khosrow viewpoint, the wisdom has been created from nothing, otherwise was not known as inventor "if it was before inventor, it was not out of two concepts, either was innovator that emerged from something or was something and created from something” and it is impossible. Also in Naser Khosrow viewpoint, the first issue of God's essence is wisdom, and calls the wise man to get from wisdom, a wisdom that is not in catch of human’s animal needs such as eating and sleeping and meet his psychological needs. The Hakim interprets the hell as ignorance and heaven as wisdom and knowledge. This knowledge, in Naser Khosrow point of view is the religion. Being under the protection of the religion constitutes state, mercy, comfort and survival in both worlds. Doing religion leads to knowledge to wisdom. If someone finds the wisdom, he will reach to great welfare and benefit.
The authors of the research concluded that Hakim knows wisdom as the highest concept in order to achieve the creation mysteries and secrets which along with religion and knowledge will lead to human prosperity and salvation.

This research aimed to study religious education curriculum goals based on considered intellectual knowledge in verses of the Holy Quran using Tafsire Almizan. Statistical population was total verses of the Holy Quran. After determining related verses related to intellectual knowledge and investigating each of the extracted verses in Tafsire Almizan through qualitative content analysis, the aims of religious education curriculum was extracted as priori categorization system. According to findings of this research, the aims of religious education curriculum regarding considered intellectual knowledge in verses of the Holy Quran based on Tafsire Almizan respectively were: Theology and monotheism, introduction and verification of prophecy, introduction of the Quran and its teachings, introduction of owners of wisdom and their characteristics, remembrance of resurrection, day of judgment and hereafter life, lessons, training of virtuous people, divine commands teaching, encouraging critical thinking and discouraging incorrect thinking, comparing and matching of values (purity and impurity, the faithful and the heathen and…)