Masoud Safaei moghaddam
Abstract
education (RE). It has been said that for RE to be accepted as a reasonable subject matter it should be researchable. But for a subject to be researchable, or research based, it needs to be supported by reason, a kind of reason that have a public and universal character. On the other hand we need a conception ...
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education (RE). It has been said that for RE to be accepted as a reasonable subject matter it should be researchable. But for a subject to be researchable, or research based, it needs to be supported by reason, a kind of reason that have a public and universal character. On the other hand we need a conception of religion being capable of giving this conception of reason, and adapting itself with its teachings. I have argued that the Shiite idea of innatism is a good base for providing a theory of reason upon which reason, while having an important role in human life, and an intrinsic connection with religion, has some limitations that can only be compensated by appealing to divine aspect of life and the path of God, namely religion. To show that the Shiite innatist conception of reason can be a good starting point I have argued that, this concept of reason comes from the Shiite belief that humans have a shared nature upon which they have the same emotional and cognitive view. So I have discussed the place and the weight of reason in Islam and Shiism, the idea of innatism, the innatist conception of reason, and connecting reason and religion by suggesting the innate human nature as the same root for both of them. By suggesting the same divine nature for reason and religious belief, I argued that rational principles are at the same time the divine rules for having the best sort of life. That is reason and religion have the shared tasks for following the intrinsic virtues. So we can conclude that a true religious belief, which is supported by reason, as Shiite belief seems to be, can be a reasonable base for making a religious education system. In this work I have referred mostly to Allamah Tabatabaei and Morteza Mutahhari, as the most influential contemporary Shiite scholars, to explain the Shiite's belief as to the nature of reason and religion.
Masoud Safaei moghaddam; Mahmoud Kazemi; Mohammad Jafar Pakseresht; mansour marashi
Abstract
Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ...
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Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ofter the Islamic Revolution (197a), the idea of civil education has received much attention. However, since the implementation of educational ideas in any society depends on the realization of certain socio-cultural conditions. Therefore, the exploration of the intellectual and cultural backgrounds conducive to civil education is a vital step to be taken toward the preparation of grounds for this type of education. On this basis, the goal of this investigation was to explore and scrutinze the underpinnings of civil education in terms of their meanings, significance and socio-cultural values morder that their compatibility and harmony with the cultural and religious values of the Iranian Society should be ascertained thus, if it is believed that civil education principles and their related concepts might involve and imply cultural and religious values, discovering and clarifying such values, calls for serious attention on the part of the Iranian educational policy-makers who may feel the need for developing a regional view toward civil society and constructing a civil education. The most important principles whose relevancy to civil education was analytically shown are: (principles) of respect for individual and social liberties, respect for law and law-adidingness, respect for citizenship rights, participation in sociopolitical activities, social responsibility, rationality and rational argument. Tolerance, dialogue, criticism and evaluation, and methodological pluralism. By way of conclusion, it needs to be emphasized that these principles are compatible and in harmony with the value system and social philosophy of our country which embraces a religious society. Thus, taking educational measures toward training the younger generations in a way that they will believe in civil society values and are inclined to support and promote them is recommended from the standpoint of both religion and educational system.
M Pakseresht; A. Rostaminasab; M. Safaeimoghaddam
Abstract
The (Shiite) immaculate Imams, who have guided human beings toward belief in God, seeking his blessings and consent, are initiators of a special educational methodology, based on the monotheistic worldview derived from dinine revelations. What is certain is that once educationational problems have been ...
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The (Shiite) immaculate Imams, who have guided human beings toward belief in God, seeking his blessings and consent, are initiators of a special educational methodology, based on the monotheistic worldview derived from dinine revelations. What is certain is that once educationational problems have been pinned down, the most important activity is the adoption of an appropriate methodology. Coming to know the methodology used by the immaculate Imams (peace uopon them) and applysing it can potentionally lead human being toward salvation and nearness to God. So in this paper, attempt has been made to explore and explain the fundamentals of the Immaculate Immam’s educational methodology covering the following areas: the significance and necessity of methods in Islamic education context as employed by the immaculate Imams; how such methods have been developed and criteria for recognizing them; the characteristics of educational methodology; the worth and value of methods in education; types concerning this special type of methodology is made and a number of suggestions are offered.
M Safaei Moghaddam; S. M. Marashi; M.J. Pakseresht; K. Bagheri; H Sepasi
Abstract
The aim of this study was to investigate the effect of the community of inquiry in the philosophy for children (p4c) program on fostering reasoning skills of third grade guidance school students (boys) of the N.D. School of Ahvaz. 60 third grade boy students of this school who were randomly selected ...
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The aim of this study was to investigate the effect of the community of inquiry in the philosophy for children (p4c) program on fostering reasoning skills of third grade guidance school students (boys) of the N.D. School of Ahvaz. 60 third grade boy students of this school who were randomly selected participated in this study. The instrument of collecting data in this study was the New Jersey Test of Reasoning Skills (NJTRS). The findings of this investigation showed that utilizing community of inquiry in classroom has a positive effect on fostering reasoning skills of the participants.
