The purpose of the study was to design a curriculum for the elderly education based on dialogue education approach. Jane K. Vella is the setter of this approach and the most important feature of this approach can be considered its attention to the audience and their special needs. The method of conducting this research is the application of the recommendations of the dialogue education approach. Sampling among the elderly participating in the course was voluntary and by sending an invitation. In sending the invitation, an effort was made to cover the maximum diversity of education, gender, and social status. In order to select the content based on the participants' needs, the list of Iranian elderly's educational needs was given to the six elderly who attended the educational meetings for selection. After selecting the content, the elements of the dialogical curriculum were determined. In the implementation phase, changes were made to adapt to the context, in the design and implementation process, and all the implementation and design phases were validated by Vella and the team members. Considering the special characteristics of the elderly, such as having experience, independence and self-directedness, the curriculum used for them should be able to take into account these characteristics, and considering the high flexibility of the dialogue and listening approach, as well as the achievement of all learners to the goals of each meeting, the approach to design educational courses in centers whose audience is the elderly, can increase the effectiveness and attractiveness of the courses.

Introduction Meno's dialogue covers a wide variety of topics, including the discussion of what virtue is, the possibility of inquiry, learning, teaching methods, the relationship between knowledge and imagination, and finally the theory of recollection. Discussion of the method of teaching and learning is one of the most important topics in Meno’s dialogue. In the text of this dialogue, important educational points such as the condition of teaching a subject, the method of learning based on recollection, and the dialectical method of Socrates are discussed. Conversation with Meno's paradox plan has shown that learning and inquiry the nature of something is difficult. To solve this problem, Plato spoke of the theory of recollection as to the most original way of learning. Method The method in this paper is philosophical-analytical based on Meno’s Text and its interpretations. Results The research aims to design a dialectical method in Meno’s dialogue as the most appropriate method for teaching and learning critically and collaboratively in the educational system. This method is the product of cooperation between the teacher and the learner and will not be possible without the active participation of the learner and his critical attitude towards the learned material. Discussion Meno’s dialogue can be divided into two separate parts. The focus of the first part of the article is an epistemological question about understanding the nature of virtue. In the second part of the dialogue, Plato focuses on an ontological approach to get rid of the paradox of research and learning and move towards the desired result. In the final part of the dialogue, the theory of recollection. The research question is whether the theory of recollection is the best explanation for the original way of learning? Research claims that the answer is negative for two reasons. First, this theory is not able to cover any learning. Second, this theory contradicts Plato's original theory of the teaching of virtue, in which Plato claimed that any learning requires education and, consequently, a teacher.

Dialogue is pragmatically oriented theory of knowledge and an obvious master key to the assumption that by human’s activity dialogue is presented in one way or another throughout his/her communication in the social life. Although dialogue is itself not a systematicepistemology, can be gauged against failure of monologue systematic coping with new challenges raised by the objective natural knowledge. Dialogue can be considered as means to overcome the gap between "matter" and "sprit" in the field of social sciences; it is part of a major social tendency in modern thought to re-conceptualize epistemology better to accord with the new versions of mind and progressive models of the world that began to emerge in social sciences, it is an attempt to frame a theory of knowledge in an age when relativity dominates natural sciences and thus when noncoincidence of one kind or another raises new questions about the very existence of knowledge.

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Over the half past century, some affairs as the change in the policy of Catholic Church in the second Vatican Council, formation of the World Council of Churches and Islamic Revolution of Iran have had a great impact on the development of dialogue between Islam and Christianity. Thus, a better perception of fundamental issues has been formed by the disciples of these two religions. More importantly, some praiseworthy solutions have been suggested for the existing conflicts. Nevertheless, there are still challenges and obstacles toward a desired dialogue. Since the Islamic Republic of Iran has the highest contribution level in the Islam-Christianity dialogue, the pathology of this field in the contemporary Iran is quite necessary and required. Therefore, by studying the most important dialogues of Islam and Christianity in the contemporary Iran, the present article attempts to discuss its reviews and shortcomings. This qualitative research is conducted based on a descriptive-analytical approach. The findings suggest that despite their partial achievements, the existing dialogues between Islam and Christianity encountered criticisms.

Artifacts are ubiquitous and influential in our world, but their nature and existence are controversial. Several theories have been proposed to explain the ontology of artifacts. Drawing on Popper's theory of three worlds, this paper suggests a metaphysics for artifacts along the line of a critical rationalist (CR) approach. This theory distinguishes between three realms of reality: the physical world (World 1), the mental world (World 2), and the world of objective knowledge (World 3). The paper argues that artifacts have different ontological components that correspond to these three realms, and that each component is real and causal. The paper shows how this perspective can account for the intentional and functional aspects of artifacts, as well as their dependence on plans that influence different realms of reality. The paper explains how this pluralistic ontology, compared to the rival theories, enables one to explain the relevant ontological problems of artifacts. The paper also explores how this proposal can lead to a research program encompassing a broader range of technologies, such as social artifacts. In sum, the paper suggests that Popper's three worlds theory provides a rich and comprehensive framework for understanding the metaphysics of artifacts.

With each other about the identity of something or debating with each other.In other words it’s a debate between two people in which one person with giving reasons tries to prove his superiority and thought to another. From the point of logic dialogue means: Two competitors focul prove their own ideal about the issue and to demons trate the right and truthfulness.In scientific dialogues, the result of the dialogue one person is winner and another is loser as the result and final step of the dialogue. In Arabic history of literature the dialogue between the and Kasaei.By studing some works of grammarians, we find out that dialogues always didn’t occur among the followers of different schools with different ideas, but also it takes place among the followers of the same school.Their disagreement within the school, didn’t mean they refused the principles basic elements of the school, but they disagreed with each other on the interpretation of the priciples, and this is advantage not short coming.

In traditional medicine, the depressed and exhausted patient extended his hand towards the doctor and by providing his history asked for his help. These days, the patient having some awareness and relative information about his/her problem enters in to a dialogue/consultation in solving the problem.In order to assess physician- patient dialogue, in teaching hospitals located in the North, South, East and West of Tehran, an in terview was conducted with 2000 patients while being discharged from the hospital. According to the patients remarks, the study showed that physicians listened patients" histories and complaints (86%), A honestly tackle them and pay respect to their personality (85%), but patients mostly males, educated ones and the older ones were critical of the fact that the physician did not have the needed discussions with them about the different treatment modalities (45%), possible adverse effects of the treatment regimen (53%), and the outcome of the disease(35%) if can be concluded that the physicians carefully listens to the patients complaints but themselves do not engage in sufficient dialogue.

The relationship between individuals and groups and nation is basically for meeting needs, deficiencies and shortages that they have naturally. In order to reach to this developmental goal and the realization of, and increasing, capacities, wealth, welfare, peace and coexistence, modern people and societies by means of reason and societies by means of reason and societies by means of reason and science and with specialized division of labor and free exchange of word and goods and productive completion and dialogue and negotiation and compromise at both national and international levels cooperate with each other, In fact, as this article seeks to explain it, the context of peace and mutual understand ding and dialogue and " dialogue and development" Compromise leads to development, but the context of war and violence and tension leads backwardness and decline.