The Different Conception of Nature of the Educational Interpretation: Theorizing as Aim of Educational Interpretation

In this research, the nature of educational interpretation has been considered. In this regard, firstly, the nature of this interpretation has been explained in terms of revised typology from the Available perspective of educational interpretation and based on the three main criteria, the method of interpretation, the inclusion of verses (Ayat) and meaning of education, for each of the following points of each criterion, the most important substantive and accidental features, which together made the nature of any educational interpretation, have been elaborated. In order to determine the nature of educational interpretation, in terms of desired typology, the nature of educational interpretation was determined based on aim of educational interpretation that is desirable and comprehensible. Below goal of educational interpretation, six classes include extracting and describing educational points, comparing them with the findings of other sciences, revealing the Quran truths, Confirmation Quran/educational sciences propositions, extracting educational elements, and theorizing. Subsequently, the nature of each of these classes was analyzed. All of these classes, exception of the theorizing, have two characteristics, a limit view to educational interpretation and limitation in achievements and products. Accordingly, theorizing was expanded as an accepted essence for educational interpretation. In order to explain this nature, discussions such as the breadth of the view to education and the promotion of educational interpretation were introduced in the form of proactive view that did not satisfy to existing knowledge and seek to reconstruct this epistemic domain, and ultimately, main idea of this research, that's mean the orizing, some of its requirements was examined.