In the second half of the fourth century Hejira, a group of Muslim philosophers, most of whom Iranian, formed a secret circle Basra known as "EKHVAN-UL-SAFA". M Basra They aimed to purge the religion from falsehood and superstitions with the help of PHILOSOPHY. This group intended to reach objectives like: knowing God, discovering the secrets of universe and unity of universe. In order to fulfill this objective they attempted to train the youth and also designed an EDUCATIONAL plan. Based on this idea they composed fifty one EDUCATIONAL treatises in fifty areas of knowledge such as logic and mathematics, natural sciences, comparative and theological issues, and metaphysical problems etc and tried to train teachers in different territories. In this article the structure of the EDUCATIONAL PHILOSOPHY of this circle will be examined. It will be demonstrated that the EDUCATIONAL ideas of this circle (or society) involve views that have received attention by philosophers and educators only since the dawn of the 26th century. Acquaintance of the ideas of these scholars could prove beneficial toward the reform of current education. Of course these views suffer from certain flaws which have been discussed.

Critical rationalism faces difficulty in Karl Popper’s Socratic formulation: “I may be wrong, and you may be right, and by an effort, we may find the truth.” But the Socratic elenchus, using refutations, can only give us negative knowledge of general principles, which is not the wisdom we seek. Affirmatively, we can only find a collection of opinions to be coherent, which is one of many. Francis Bacon proposed an improved elenchus to find general truths. You must take up a limited topic to study, then cross-examine your evidence for and against its apparent nature. Experiments contrary to evidence and presumed knowledge are entered as self-contradictions in tables of opposition recorded in an “experimental and natural history.” Such an account highlights a challenging puzzle if the account is to be made coherent. With enough problematized evidence, a coherent reading, or a solution of the puzzle, will be unique. Being both coherent and unique, it will be the truth about that limited reality being investigated. Unlike the method of hypothesis (“Anticipating Nature”), deciphering a coherent model is “Interpreting Nature,” allowing us to find a general truth on a limited topic. Isaac Newton achieved great success using Robert Boyle’s mechanistic version of this method. Using the “experimental PHILOSOPHY,” he discovered general principles of optics and astronomy.

Using a descriptive- analytical approach, the present paper expounds the main issues of epistemology in peripatetic PHILOSOPHY and comes to a conclusion about its EDUCATIONAL implications. The epistemology of peripatetic PHILOSOPHY is a coherent and methodical system which combines the issues about psychology with angeology in two falling and rising patterns, and makes explicit combined rational explanations of different issues, such as the nature, kinds, hierarchy and sources of knowledge. Such explanations provide the necessary bases of extracting the EDUCATIONAL implications, which follows that the connection with active mind can be regarded an important EDUCATIONAL goal. In addition to achieving this goal some intermediary and longitudinal objectives, such as developing the outer and inner senses and intellectual faculties will be attainable. Furthermore, achievement of the above-mentioned bases and goals can contribute to realizing some implications about the principles, methods and curriculum. Due to the fact that these implications are drawn from the Islamic approach, they can be of great importance in designing religious curricula.

The purpose of the present study is to assess the relationship between EDUCATIONAL philosophies and Leadership styles of school principals. The study is descriptive and correlational in nature and aims at answering the following two main questions:1. Is there a correlation between the type of EDUCATIONAL philosophies and leadership styles of school principals?2. Can the principals’ EDUCATIONAL philosophies, predict their leadership styles?The population of the study consists of the school principals in West of Mazandaran of which 118 school principals were selected through a ‘stratified sampling approach. For data collection the following couple of measures were made use of: Assessment of EDUCATIONAL PHILOSOPHY" and “Bowles’ Leadership Styles and Preferences Audit Tool”.For data analysis, indices of central tendency, canonical correlation, and Pearson's coefficient of determination were used. The results show that there is a Canonical Correlation between different EDUCATIONAL philosophies and leadership styles.Moreover, ‘Coefficients Determined Estimates’ show that: ‘Essentialism PHILOSOPHY’ can explain the leadership style of "creativity and innovation"; ‘Perennialism PHILOSOPHY’ can explain the leadership style of "Self-Direction". ‘Progressivism PHILOSOPHY’ can explain the leadership style of "Recognition and Career Advancement"; while the ‘Reconstructionism PHILOSOPHY’ can explain the leadership style of "creativity and innovation". ‘Behaviorism PHILOSOPHY’ can explain the leadership style of "Drive and Determination" and "Working with Others and Building Commitment". Finally, "Existentialism PHILOSOPHY" can explain the leadership style of "Drive and Determination".

Teacher factors encompass the teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language teacher immunity is one of the affective factors that determines the teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ teacher immunity PHILOSOPHY. To this end, first, the researchers used convenience sampling for selecting 62 EFL teachers including 38 novice and 24 experienced teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI PHILOSOPHY using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their teacher immunity PHILOSOPHY. The findings of the study indicated that while the novice teachers considered external support as the main factor in their PHILOSOPHY, the experienced teachers regarded their internal strength as the decisive factor that influenced their teacher immunity PHILOSOPHY. The findings may have practical implications for teacher education courses in foreign language contexts.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ EDUCATIONAL Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

Shiite messianic expectation approach is not just look to the future, but is a school of thought for the modern man and as an EDUCATIONAL system; it has its own specific goals, principles and methods. This paper aims to explore and recognize the traditions and teachings of the Mahdism expectation EDUCATIONAL goals using library resources and descriptive analysis. Because absence of the Imam of the Time is due to the fact that human population is not ready to accept the Imam, the expectation as a gift from God, is seen to relieve the human from the disadvantage due to Absence of Imam, and seeks to correct the human relationship with the divine Caliphate. Thus, the EDUCATIONAL goals are focused on Imams including Imam's wisdom and love and obeyance, as each one leads to the ultimate goals of divine knowledge, divine love and devotion and piety. Also some minor objectives and interfaces are discussed in the following such as self - knowledge, knowledge of who is the enemy, understanding the nature, self -love, friendship with friends of God and enmity with enemies of God, and love for all beings, the realization of the unity of self - regulation of relations with other people in the political, social, economic and cultural aspects and proper enjoyment of nature.

the purpose of this study was to find out the effect of 16 sessions teaching of principles and PHILOSOPHY of physical education on EDUCATIONAL PHILOSOPHY preference and also on EDUCATIONAL PHILOSOPHY of male and female collage students of sport management and programming tendency. 51 male and female first year BA students of Shomal University with sport management and programming tendency participated in this study. They evaluated by "PHILOSOPHY Preference Assessment (PPA)" (Wise and Bandy, 2002) which include 40 questions with 5 dimensions. The results showed that EDUCATIONAL PHILOSOPHY preference changed from idealism to realism induced by 16 sessions teaching of principles and PHILOSOPHY of physical education than before 16 sessions. Acceptation levels of students to EDUCATIONAL philosophies of perennialism, realism and idealism elevated significantly after 16 sessions teaching in comparison with before it. The results also showed the elevation of interest levels of students to EDUCATIONAL principles introduced by philosophies isms include perennialism, realism and idealism induced by sessions teaching of principles and PHILOSOPHY of physical education.

Since in Islamic EDUCATIONAL PHILOSOPHY, the relationship based on amour and beneficence has been introduced as preferred model of human relationship, it is necessary to do profound investigation in order to recognize and formulate the theoretical principles of this model. For this purpose, it has been tried in the present article by using analytic method to explain the Islam view on issues such as the origin of kindness, borders, real and non real motives of philanthropy with reference to some Quran verses and traditions in order to determine the Islamic philanthropy pattern until it can be introduced as an EDUCATIONAL aim. Unlike some materialistic and secular views which propose the human relations on the basis of combative competition and utilitarian altruism, in Islamic philanthropy pattern humane relations are based on generosity and pure kindness. The kindness that comes from God and causes human elevation. At the final part, it has been argued that by reflecting philanthropy in the EDUCATIONAL aims, programs and methods, the Islamic EDUCATIONAL system can pave the ground for creating healthy, humanistic and peaceful relations.