Purpose: The aim of this research was to determine the effectiveness of Multidimensional Spiritual Education on happiness and responsibility of male Students. Methodology: The present study was semiexperimental with pre-test and post-test design with a control group. The research population was eighth grade Male Students of Imam Reza school of Mashhad city in 2017-18 academic years. Totally 40 students were selected by a purposive sampling method and randomly assigned into two equal groups (each group 20 students). The experimental group received 10 sessions of 80-minute Multidimensional Spiritual Education and the control group didn't receive training. The research tools were Oxford happiness questionnaire and responsibility subscale of California psychological inventory. Data were analyzed by independent t-test and multivariate analysis of covariance methods in SPSS version-21 software. Findings: The findings showed that in the pre-test there was no significant difference between the groups in terms of happiness and responsibility (P>0. 05), but in the post-test, there was a significant difference between them (P<0. 05). Then, Multidimensional Spiritual Education led to increasing happiness (F=11. 79, P<0. 001) and responsibility (F=5. 36, P<0. 025) in male Students. Conclusion: The results indicate the effectiveness of Multidimensional Spiritual Education on happiness and responsibility. Therefore, it is recommended that counselors and therapists use a Multidimensional Spiritual Education method along with other Educational methods to improve psychological characteristics, especially promotion happiness and responsibility.

Background and Objectives: The present study was conducted to present and compile a conceptual model of effective structures in the treatment of death anxiety based on religious texts and assess its validity. Methods: A mixed exploratory research method (quantitative and qualitative) was used. In the qualitative part, collecting texts, the method of semantic fields was used, while qualitative content analysis was applied in the text analysis phase. In the quantitative part of the research, the method of evaluating the opinions of experts was used. Using targeted sampling based on the principle of saturation, 27 related words and 549 religious propositions were collected and analyzed from Islamic sources. Results: Finally, eight themes, 16 categories, and 63 components were extracted. To ensure the compatibility of the findings with the literary content and their applicability in the field of psychology, their validity was investigated based on the opinion of 12 experts by calculating the content validity index (CVI) and the content validity ratio (CVR), and finally, the conceptual model of effective structures in the treatment of death anxiety was drawn in the form of a general schema. Conclusion: The findings of this research provide a suitable platform for the design of intervention therapies and Educational packages in this regard

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.

Abstract Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

The purpose of this study is to delineate the three seemingly overlapping concepts of moral Education, Spiritual Education, and religious Education. Adopting a descriptive-analytical approach, it was attempted, first, to draw some boundaries between the three concepts. The following two pivotal questions are raised in the present study: first, is Spiritual Education a subset of religious Education or vice versa. and what about moral Education. In other words, how can the domain of the triple concepts be specified? Secondly if religious Education encompasses Spiritual Education, then how comes that some secular individuals do actions which seem impossible without resorting to some sort of metaphysical power? While acknowledging the close interrelationships of the three concepts, we conclude that the ultimate goal of moral Education is Spiritual Education and the ultimate goal of Spiritual Education is religious Education. Moreover, there are two types of Spirituality; non-religious Spirituality and religious Spirituality. The former empowers the soul within certain limits while there seems no limits to the power of religious Spirituality.

Knowing the components of economic Education provides the dynamic background of Education in this field. The aim of the current research is to investigate the indicators and components of the economic Education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic Education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic Education) and the dimension of collective and communication concepts (communication and interaction indicators in Education) were classified. Economic Education is dependent on internal and external components in Educational systems, which requires macro-planning in this field.