فهرست مطالب shahrbanu delbari

One of the prominent features of the ninth century AH in terms of religion was the spread of the Shiite religion and the expression of a cultural and cultured stratum towards this religion. The Timurids policy of religious freedom, which was a continuation of the Mongols policy. It paved the way for the conflict of votes. In this regard, the Shiite school, which had a firm belief base, grew significantly with spiritual, divine and mystical motives, which finally laid the groundwork for the formation of a Shiite government. There is also calm after the conquests of Timur and his interest and respect for scholars, scientists and Sufis. In this period, they were scholars or Shiites and based their writings on mysticism and Shiism, and if they were Sunnis, they were Sunnis with little prejudice or inclination towards Shiites. Now, the efforts of scholars and scientists in the previous period and at the same time as the Timurids came to power to create Shiism are important, which this study addresses. The method of this research is (descriptive-analytical). The main question of this research is based on the question of whether by studying the works of scientists in this period, their mystical views on.

Establishment of the Islamic Republic in Iran strengthened Shia studies in various scientific fields. One of the affected areas was the history of education. The purpose of research was to study the characteristics of Shia educational centers in the Timurid & Safavid periods. The research method was comparative with a historical approach and data collection and analysis methods were documentary and hidden content analysis respectively. To search for data, keywords were used in Iranian and international information databases. The most important finding indicates that there are differences in ten characteristics between the schools of these two historical periods. In every historical period, the most important source of financial and material needs of schools has been the endowment tradition. Another finding of the research shows that the Shiite schools in the Timurid period were less ideological-oriented than the schools of the Safavid period. Also, the variety of curricula and open academic space in Shiite schools of the Timurid period is more, but the methods of teaching and evaluation are similar in both periods. According to the findings, it is suggested to the policy makers and educational planners of Iran, first, to solve the economic bottlenecks of the educational system through a deeper look at the legacy of the Timurids and Safavid in providing teachers' salaries and equipping schools through the tradition of endowment. Secondly, considering the legacy of the Timurids, they should try to reduce the ideological role of the educational system.

Ibn Torkah is one of the scholars who discussed the topics of Shariat (exoteric path), Tarighat (esoteric path), and Haghighat (mystical truth) under the influence of his mystical tendencies. His most central issues are determining the position of the mentioned terms, the relationship between them, and how to explain the religious teachings based on them. Using the descriptive and analytical method, the present research discusses the position and relationship of Shariat, Tarighat, Haghighat and the levels of each one, as well as Ibn Torkah's mystical attitude to religious teachings. Then it examines his approach to the compatibility of mystical teachings with the Quran and tradition, and to the necessity of adherence to the appearances of the Shariat. The results of the research indicate that he considers the three mentioned terms as levels of a single truth. While combining them, he analyzes and examines religious teachings with a mystical approach. Moreover, he sees the origin of pure mystical teachings only in the Quran and tradition and considers adherence to Shariat essential in all situations.

The subject of shariat (religious laws), tarighat (mystical path) and truth can be seen in the works of Ezz al-Din Mahmud Kashani. Determining the position of these three terms, and their relationship as well as explaining religious teachings based on them, is one of Kashani's central topics. Using the descriptive-analytical method, the present study deals with the position and relationship of these three concepts, their levels and Kashani's mystical attitude, based on them, towards religious teachings. Finally, it examines his approach to the harmonization of mystical teachings with the Quran and tradition, as well as the necessity of adhering to the appearances of shariat. The results of the research indicate that he considers the mentioned concepts as layers of a reality and while combining them, with a mystical approach, analyzes and studies religious teachings. In addition, Kashani sees the origin of pure mystical teachings only in the Quran and tradition and considers adherence to shariat necessary in all cases.

The Muharram ceremonies and festivals have since turned into the common cultural legacy of both Iran and the neighboring lands and nations. Focusing on cettain aspects of the Ashura festivals in Banglore, it shows that they have certain common points, yet historically and geographically they have retained certain features that contributed to their integrity and continuation .