BIQUARTERLY JOURNAL OF ISLAMIC EDUCATION
Year:2007 | Volume:3 | Issue:5|Papers Count:9

This article studies creativity-making methods of teaching. It defines as well as describes "creativity" and "learning". Furthermore, necessity of nurturing creativity in students, school-based factors affecting creativity, creativity barriers and features of creative students have been indicated. Finally, teaching methods which can lead to creativity development have been debated. Findings demonstrate that research is considered as an appropriate carrier for reinforcement and development of innovation and creativity; teacher, as creator of circumstances and facilitator of students' learning, can contribute to the emergence of creative education and fostering creativity in children and adolescences through innovation, flexibility, encouragement of understanding-oriented learning, humor, prevention of stereotyped teaching methods, permitting students' assertiveness and promotion of their self-confidence, stimulation of their curiosity, and merging education with research.

Aim of this article is to study evaluation particularly educational evaluation in the sireh of the Prophet (PBUH) and Ahle Beit (PBUH). It indicates that in the saints' sireh, evaluation types such as evaluation of teacher and student, diagnostic, creative and final evaluation, oral evaluation, individual evaluation, goal-oriented evaluation, and participative evaluation have been considered.

The present article does an investigation into responsibility of Islamic government in formal education using exertive (Ijtihad-based) method ordinary in Shiite jurisprudence. In fact, the author has multidimensionally studied responsibility of Islamic government in formal education, and finally provided his viewpoint. Following this study, it can be determined that there are various viewpoints regarding the role Islamic government can play in formal education. Some believe that education is mainly parents' responsibility and Islamic government only intervenes in necessary conditions so that drawbacks can be compensated and potential gaps can be filled, while others believe that such responsibility is burden of the government and parents must cooperate with the government. Alongside of these two standpoints, the author posits that education, in addition to a personal right, can be considered as a social necessity. Hence, based on jurisprudential foundations, Islamic government is main responsible of education, here formal education, which humans' life system is highly dependent upon it.

The present research aims to study educational role of seleh-rahem and its impact on individuals' mental health. It was done using literature available in Islamic and psychological texts and by "content analysis" method. The research has examined concept of seleh-rahem and its consequences based on the related literature. Study of Islamic narrative texts shows that a special type of relationship called seleh-rahem has been especially emphasized and its impact on mental health of individuals has been indicated. Also, according to literature whether Islamic or psychological, advantages and benefits of seleh-rahem have been mentioned. It is notable that findings of this research which have been attained via interview are compatible with cases mentioned in the related literature.

Objective of this article is to investigate methods of intellectual education from Islamic texts perspective. In addition to discussing concepts "intellect" and "intellectual education", the author has tried to explain intellectual education approach, its advantages, and some methods of intellect nurturing. It indicates that intellectual aspect of human has been highly emphasized in the Islamic resources. According to some narrations, intellect has been considered as "inward messenger" and it is treated as main sources leading human to the right path and cognition. Moreover, necessity of intellectual education has been emphasized in the Islamic texts. In general, on the basis of Islamic literature, importance of intellect and intellectual education, and methods of fostering the intellect have been debated.

Since the establishment of primary and secondary schools in Iran in the style of the western educational institutions, adopting and translating western school text books in order to be taught in the Iranian schools, became popular.The adopted text books especially experimental sciences texts explained the world from a secularism perspective an approach which was influenced by a school of thoughts prevalent in west. That means such books neglected religion teachings regarding study of nature and creatures.The dominance of secularism approach over experimental sciences text books, of Iran continued till the victory of the Islamic revolution because secularism approach was not considered as an implausible one by the educational planners and policy makers of the former regime. Although after the victory of the Islamic revolution efforts were made to eliminate the influence of secularism over science curriculum ,evidence indicates that the dominance of such approach still exists and school text books reforms of the recent three decades has not terminated the influence of secularism.Accordingly, replacing the secular approach by religious one in the domain of the experimental text books is an idea which is proposed in the present article. Furthermore, the difference between these two approaches is dealt with in this paper.Contrary to the secular approach the religious one uses Meta physical assumptions as the base of study of the natural world. Consequently whenever students study the nature from a religious perspective, they view the nature beyond a materialistic world view and acquire an in-depth understanding about the world.

This research has been performed to study impact of educating "Islamic knowledge’s" courses on students' religious attitude. Methodology used is survey and its statistical population is composed of students both female and male – in all education levels namely graduate, post-graduate and PhD from disciplines "Humanities", "Art", "Basic sciences", "Medical sciences", "Technical and Engineering", "Agriculture" and "Veterinary" – who were educating in Tehran universities at daily courses during 2005-2006 education year. Among them, 1900 individuals were selected as statistical sample via stratified random sampling. In general, research findings indicate that: 1. Students have an acceptable religious attitude (strong and positive); 2. Among components of religious attitude, emotional aspect, behavioral fitness aspect, motivational aspect, and cognitive aspect have been more considered that other aspects;3. Students who passed courses "Islamic knowledges" (1) and (2) have more acceptable religious attitude than ones who did not pass them; but, passing or not passing other courses related to "knowledge’s" (Islamic ethics, Islamic texts, Islam history, Islamic revolution and its roots), at current conditions, has not any influence on increasing or decreasing rate of individuals' religious attitude.4. Using multivariable step-by-step regression, role and quota of independent variables in dependent ones, in order of importance, are: religious conditions, professor's behavioral characteristics, political-social conditions governing on the society, self-evaluations of students, type of university, education term, and "Islamic knowledges" course.