پژوهش نامه تربیت تبلیغی
پیاپی 17-18 (پاییز و زمستان 1396)

Religious education is a topic which has been debated for a very long time by Scholars who have various scientific, religious and philosophical views. All experts in religion and education believe that if the people live their lives according to religious and theistic view, their health and happiness in all political, social, economic and cultural aspects is guaranteed. The enforcement and fulfillment of this goal, is subjected to the program, methods and general system of religious education in communities. This research which is a qualitative research based on Goals, examines principles, goals and features of Islamic education in the educational system. According to the current situation of Islamic education in the system of education, three basic questions with three Goals raised. Method of research is Analytical documental and by this method, principles, goals, and Features of Islamic education are expressed according to religious texts and teachings of Islam. Also, for each of them, some examples listed.

This paper focusing on Michel Foucault's view about historical evolution on educational systems, aims to explain history of education, in which the relationship of power-knowledge leads to the transformation and creation of break-up points in the history of education. Hence, after examining the formulation of propositions in various formations in disciplinary truth regimes in the five historical periods from 1500 to 2010, surveys the economic, social and political factors affecting these discontinuities. Then, analyzing these discontinuities through analysis of power relations, coincidence and descent of educational systems, the author shows the role of liberalism and its various forms in evolution of educational systems. The result shows that, based on the type of Foucault's genealogy over time in educational systems, as in other parts of the community, the rough punishment and punishment style over time has been changed to some soft and organized forms that not as a rebirth of humanity and freedom, but as an evolution to new forms of educational methods have become more effective and more inclusive, which still have an alienation of affection. What has hitherto prevented the recognition of this history is rooted in liberalism as the political rationality governing that ultimately leads to a process which made children as cohesive and obedient people, and also made education as a commercially viable commodity in the market.

Moral education is the process of grounding and applying methods for the development, enhancement and creation of ethical behaviors, and the reform of anti-ethical practices in humans. This paper aims to investigate the anthropological foundations of moral education from the perspective of Mullah Mehdi Naraghi (RA). The research method is descriptive-analytic and in order to collect data for research purposes, existing resources associated with the subject are collected and analyzed by qualitative methods. The results show that according to the educational views of Allamah Naraghi (RA) the most fundamental issue in human moral education is the recognition of anthropological foundations. By knowing these bases we can identify educational goals, we can also discover principles of general education pursuing moral education in order to achieve happiness and life that is full of compassion, friendship and mental well-being.

There is a serious relationship between "religion" and "lifestyle". The importance of this relationship can be understood by reviewing the life of the prophets and infallible Imams. It’s because our style of life in individual and social life are derived from norms and values that surrounded our life. It can be said that religious lifestyle is one of the most important dimensions of progress in Islamic societies, and it is possible to determine lifestyle by identifying the components and characteristics of it. Therefore, the model of lifestyle that Islam offers provides a special engineering scheme for applying in individual and social life by families and other institutions, and it has an important impact on education. The present paper focuses on influences of education and beliefs on lifestyle emphasizing on practical and interreligious approaches. This research is qualitative and the method is descriptive-analytic. For data collection has been used libraries and documents, as well as visual and auditory resources and related sites in this area.

Contentment is one of the cultural features and teachings of the Qur'an and prophetic tradition, which has always been considered by scholars. The significance of this virtue is so much that it has been interpreted in the Qur'an as good life "Hayat Tayybah" and in Prophetic tradition as "the provider of happiness". Since understanding this position needs a cognitive knowledge of the virtues related to contentment, the present study, based on religious texts and the use of the method of content analysis, examines the link between contentment with other moral virtues and aims to explain effects and consequences of it. Based on research findings, determination, having certainty and acceptance of hardship are the most important requirements and conditions for being a convinced man. About the relationship of contentment with other virtues, the results of the research indicate that this virtue has specific relationship with moral virtues such as piety, patience, faith and submission. Also, according to this research, the most important consequences of being a convinced man are eight topics.