The purpose of this article is to answer the two main questions about the theory of philosophy of Islamic education and upbringing based on the transcendental wisdom. The first question is of conceptual clarification and the second is of methodology. Before the conceptual clarification of this Islamic philosophical knowledge, some preliminary step are sequentially explained. On the other hand, two main research methods of this knowledge; i.e. "identificational method" and "deductive method", and their steps are both elaborated. Then based on two different perceptions of the fundamental knowledge of Islamic philosophy, two different meanings of the philosophy of education and upbringing are presented: the philosophy of education and upbringing in its general sense and the philosophy of education and upbringing in its particular sense. The philosophy of education and upbringing in its particular sense is discussed in two levels of "Gozargahi (pathway)" and "Gharargahi ( resting place or encampment)". The two definitions of this philosophical knowledge are presented considering the nine preliminary steps and the two methods of research and the two general and particular meanings of the philosophy of education and upbringing. The philosophy of Islamic education and upbringing in its particular sense is one of the sciences of Islamic philosophy which tries to explore and discuss the philosophical and educational propositions deduced from the transcendental wisdom system -as the "Gozargahi" source and the most comprehensive system of Islamic philosophy - and the Holy Qur''an and the tradition of the Infallible Imams – as the "ghararqahi" sources on the one hand, and istitbagh of philosophical and educational propositions and the deduction and processing of educational proposition on the other hand - using rational, traditional and intuitional methods. The philosophy of Islamic education and upbringing in its general sense is an Islamic-philosophical science which tries to explore and process the philosophical and educational propositions deduced from the human philosophical and educational sciences on the one hand and the istitbaq of philosophical and educational proposition and the process of educational propositions on the other hand using rational and traditional methods.

The vital role of philosophy in all fields of study is quite clear. The philosophical schools in the course of history have emerged to uncover the vague dimensions of human knowledge. In education, different philosophical schools including idealism, realism, and so on have presented their insights in relation to education in general and any aspects pertinent to it. Theoretical foundation of English language teaching has undoubtedly been under the influence of philosophical thoughts stemmed in these schools. Regarding the importance of philosophy of education and its pivotal role in curriculum development, methodology, roles of teacher and learner and other relevant aspects in education process, the current study using a library research method deals with the connection between philosophical schools of education and English language teaching. The findings of this investigation shows the influence of philosophical foundations of each of the aforementioned schools in different methods and approaches of language teaching within past century and presently can be observed and discussed.

The changes of the new age bring with it moral and psychological challenges that also manifest themselves in the field of education. Intellectual, psychological and counseling approaches to deal with such issues are not effective enough, and therefore we need to apply a new approach in the education system. Philosophical counseling approach is more relevant to the true meaning of education than other conventional approaches in the field of counseling and has educational value due to its nature, so this approach in the face of educational-ethical challenges can lead to improving the intellectual status of students. Therefore, in this research, we will explain and compare the approach of philosophical counseling with the concept of education in a descriptive-analytical method. The results of the study of philosophical schools and theories, the views of philosophers and great educational educators and thinkers of the philosophical counseling approach indicate that philosophical counseling is related to the concept of education in key elements, goals and functions.

This paper studies philosophical, psychological and methodological foundations of moral education from the viewpoints of Noddings and Ghazali. In Nodding's view, philosophical foundations are of moral education emotivism, existentialism, phenomenology and feminism. In Ghazali's view, philosophical foundation of moral education is taken from Koran, Islamic and Greek philosophers. In Nodding's view, psychological foundation of moral education is explained by three factor; nature caring, ethical self and reciprocity but in Ghazali it is explained by philosophical, religious, and mystical approaches. Concerning moral education methods, both of them, are teleological in normative methods. In meta-ethics methods Ghazali follows a meta physical realism but Noddings follows natural realism. In Nodding's view, moral education methods include modeling, dialogue, practice and conformation and Ghazali represents methods based on types of self in moral education; “self – centeredness’’ or fatality, “self- heavenly” or saviour.

Deleuze is one of the prominent contemporary philosophers who has presented his ideas based on the creation of new concepts, and various thinkers have applied his theories in various dimensions of life. The present study has been done with this approach and its purpose is to clarify the four philosophical concepts of Deleuze and to extract implications for teaching art. The method of philosophical analysis has been chosen to analyze the four important philosophical concepts of Deleuze and Frankenna's model of practical analogy has been chosen to extract the allusions of Deleuze's philosophical concepts in art education. The findings indicates that immanence with ontological roots, rhizomes with epistemological roots, equal attention to body and mind with anthropological roots and achieving good with axiological roots are in rhizomatic and nested relationship. They are together and can have hints in art education, including the goals of the principles, methods and contents of art. A study of the findings shows that It is essential that Deleuze's concepts are not seen in isolation And the use of Deleuze's philosophical ideas in the field of education, including art education, can provide the basis for overcoming the mere emphasis on aesthetics.

The purpose of this study was to analyze the critiques of the philosophical foundations of scientific exploration in the philosophy program for children. To this end, the question entitled "What are the criticisms of the philosophical foundations of scientific exploration in the philosophy education program for children?" It was proposed and compiled. The research question has been answered by using methods such as descriptive-analytical and deductive inference. After describing scientific inquiry from the point of view of thinkers and experts in the philosophy education program for children and analyzing each theory, it can be seen that in the theories of philosophical foundations and philosophy education program for children in the field of scientific exploration, both emphasize the sense of Experience, reasoning, thinking, and rationality are similar in cognition but different in participation, dialogue, and the research community. The philosophy education program for children in scientific exploration, in addition to sensory observation and reasoning, places particular emphasis on dialogue, participation, and the research community.Keywords: Criticism, Philosophical Foundations, Scientific Exploration, Philosophy Education

The aim of this paper is to introduce Philosophy of Adult Education as an interdisciplinary field at a graduate level. Currently, the field of Philosophy of Education and Adult Education are offered as two independent fields at some universities. This paper strives to create a link between Adult Education and Philosophy of Education. In this paper, a hundredyear history of philosophical studies in adult education has been reviewed. Although the major topics in Philosophy of Adult Education can be divided into three sections, in this paper, mostly the first section is reviewed. The three sections include: A) Categories presented in Philosophy of Adult Education, such as Elias’ and Merriam’s classification and Hiemstra’s classification. B) Study of philosophical roots of adult literacy approaches, such as functional literacy, information literacy. C) Recognition of thinkers in the field of Philosophy of Adult Education, such as Gruntvig and Mezirow. Finally, seven decades of adult education and literacy in Iran are reviewed and efforts are made to show that the cause root of literacy failure in Iran is partially due to lack of philosophical foundations. So this

Philosophical presumptions and general theorizing views are from the basic and undeniable elements of scientific theories. In the area of education, the significant theories are not exempt from this general rule. The philosophical and metaphysical presumptions are as the mainstay of the educational theories and provide them the theoretical and philosophical framework. The impact of general and philosophical theorizing views make the the philosophical basis as the main element of theorization. In this article the author is to analyze some of philosophical views of Mullah Sadra in the area of Education as the theoretical basis of educational implications.

Islamic philosophy of education as one of the Islamic philosophical sciences has systematically recognized and rewritten philosophical and theoretical principles of Islamic education on one hand and has deducted their appropriate educational case on the other hand. Regarding the priority of epistemology to cosmology and philosophical anthropology, and also considering innovative states of an important part of Sadra‘s philosophy as well as its comprehensiveness in relation to peripatetic and illuminative philosophy, this paper has intended to extract and classify some of his most important epistemological views and, then, introduce their cases as educational fundamental rules.

Political education as a transfer process of knowledge، values and attitudes of the political system to the new generation and Brought some stability and durability the system، is The most important aspect of education and most essential issue that has long been of interest to philosophers and thinkers. Due to the impact of the political education from the ideological and philosophical foundations of society، this paper attempts to Study and research by the use the descriptive and analytical methods and Comparative Analysis، philosophical foundations of this education from the perspective of John Locke as a pioneer and founder of liberalism and imam Khomeini as a founder and theorist of modern political government، Which is based on political philosophy of Islam. Based on this research، there are some similarities and overlap in the concepts related to politics and political education among this two thinker، but In view of the philosophical bases، the differentiation frequency was observed. One from the most basic fundamental differences is the centrality of Towhid in all aspects of politics and political and educational activities of the Imam and the lack of this theoretical foundation in Locke’s thought.