JOURNAL OF ISLAMIC EDUCATION
Year:2013 | Volume:21 | Issue:18|Papers Count:7

This article was intended to identify the nature of ethics from individual and social considerations. It was aimed at clarifying training and social implications of Allameh's ideas. The findings of this basic-applied research, which followed descriptive-analytical method, indicated that, according to Allameh Tabatabaee, ethical training contained a social nature and did not exclusively rely on individual alteration. Therefore, it seems necessary to devout parts of the comprehensive training programs to ethical training of the society. Emphasizing at the necessity of establishing an ethical community, this article presented strategies at two levels of school and society to make ethical training more effective.

Considering the Islamic anthropological foundations with reference to the verses of the holy Quran and Hadith, this article was aimed at assessing the liberal feministic bases of education according to its anthropological foundations. The results indicated that some of the principles of liberal feministic education were partly compatible with those of Islam. However, some other principles were quite different and some others were contradictory to the principles of Islamic education.

This applied research aimed at finding out the principles of rational training based on the sayings of Imam Reza (Pbuh). It was intended to answer this question: "what are the principles of rational training based on Imam Reza's sayings?" Having gathered the data through library method, and having analyzed the data by content analysis, the researchers found out that these principles can be divided into two categories. The first refers to general principles including both theoretical and practical rationalities. They include the principles of moderation, harmony between knowledge and practice, coordination with innateness, rational freedom. Specific principles were divided into -two categories: 1. principles based on theoretical rationality, including cohesion between acquiring experience and knowledge, thoughtfulness, distinction between useful knowledge and experience from useless ones, the necessity of having scientific morality, knowledge seeking, coordination between rationality and science, the necessity of prevention of giving knowledge to evil people. 2. the practical rational specific principles, which included following the phases of purification of soul, capability- based responsibility, and the necessity for rationality to follow the commands of God.

This article is devoted to the study of civil training, together with its referential factors and backgrounds, from the viewpoint of Imam Ali (Pbuh) in Nahjolbalaghah. The research was conducted by content analysis, through which all of the sermons, letters and sayings of Imam Ali (Pbuh) in Nahjolbalaghah were analyzed. A review checklist was applied as the research tools, the validity of which was confirmed by referring to experts. The reliability of this checklist was affirmed with a correlation coefficient of the 0.84 acquired by primary data analysis through comparison with another content analysis. The data was then analyzed. The results indicated that four important aspects were significant in civil training from the viewpoints of Imam Ali (Pbuh) in Nahjolbalaghah. They included reinforcement of belief and faith, promotion of ethics, justice and civil rights.

This research is intended to review the ideas of Mulla Ahmad Naraghi (Fazel Naraghi). This is a theoretical research which follows analytical-documentary method. In this regard, all reference sources relating to the ideas of Naraghi are studied. Findings of the research indicated that Naraghi believes that education plays a great role in human life. Educational purposes according to him include man's wellbeing, gaining ethical knowledge, developing reasoning and thought. He proposes principles of education as follows: man's inner prominence, preference of purification to teaching, activeness, and gradual improvement. Methods of education, according to Naraghi include memorization and repetition, scientific discourse, kindness, and modeling.

This research was aimed at investigating the definition of love (hobb) in the holy Quran, as well as its training implications. It was intended to answer these questions: 1- What are the indications of the of term love in the holy Quran? 2- What are the training implications of love? This is a qualitative research whose questions are answered through an analytic- inductive method. The results indicated that the term love refers to various meanings, including love of properties, love of dignity and authority, love of others, love of oneself. However, love of servants to the Unique Creator as well as love of God to His servants, convey the most important implications of love. These implications can be applied to different aspects of training.