جستجوی مقالات مرتبط با کلیدواژه "differences" در نشریات گروه "علوم تربیتی"

 The purpose of this article is to study the duty and roles of education in promoting friendship and brotherhood among Islamic denominationss and extracting their foundations from Islamic sources.

To achieve this goal, first the Qur’an and the manners and traditions of the Prophet (PBUH) and the Ahl al-Bayt (AS) and Islamic jurisprudence and theology are studied and the foundations of duty and role of education in this field are extracted and explained along with their arguments.  Then, with the inferential method, the necessity of role-playing and duty of education was proved and finally, the roles that it should play in this field were determined.

In this study, three foundatiosn for the duty and role of education in promoting brotherhood among Islamic denominations were obtained: 1) Muslims are followers of all Islamic denominations, 2) Most of them are saved and 3) Brotherhood of all Islamic denominations. Based on these foundations, the functionality and necessity of the role of formal education was proved. It was also found that the most important steps that education in Islamic countries should take in this regard are: making educators familiar with the doctrine of Islamic brotherhood, removing doubts, cultivating the spirit of respect for the others' beliefs, nurturing a sense of responsibility for the fate of Muslims, cultivating the power of thought, seeking truth and avoiding undue prejudices, cultivating logical dialogue skills, and informing individuals of the consequences of division and discord.

the sphere of social-political education in the Document of Fundamental Evolution is a proper ground for making the abovementioned goals operational.

The purpose of this research is to study and compare the spatial planning of the country's higher education system with the development plans before and after the Islamic Revolution. For this purpose, the documents of development programs before and after the revolution during the years 1327 to 1396 (eleven development programs) were compared and their content from the perspective of their position and achievement during the organization of higher education in the country. The land preparation approach was examined; The method of this research is meta-combined and of comparative type. A checklist was used to collect data and a categorical analysis based on categorization was used to analyze the data. The main issue of the research was what were the similarities and differences between " spatial higher education " in development programs before and after the revolution? According to the findings of this study, organizing higher education with "emphasis on land management" in development programs before and after the revolution in seven categories: land management studies and planning, development of higher education, manpower balance, higher education management, Assessing the quality of higher education, national and international cooperation and science and technology productions in line with each other, as well as in five categories of them: land management studies and planning, development of higher education, manpower balance, national cooperation And international and science and technology products have been different