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.

This study aimed to investigate the epistemological FOUNDATIONS of MULTICULTURAL EDUCATION. Qualitative method of the kind of PHILOSOPHICAL research and conceptual analysis was applied. Related books, magazines, and writings included the realm of the research for collecting the information; moreover, accessible published writings and electronic books were used, too, due to the vast numbers of the sources in the field. In order to collect the data, researcher-designed receipts were utilized. By means of content analysis, content interpretation, and theoretical inference, data were analyzed. The research findings indicated that the two major PHILOSOPHICAL and fundamental roots of MULTICULTURAL EDUCATION were as: Post-modernism and Critical Theory. The research' results, also, suggested that believing in relativism, rejecting any fixed (absolute) truth, believing in local truth based on public observation or methodological principles or scholars' and scientists' researches, rejecting the idea of objective knowledge or objectivity and accepting the theory of mutual understanding, rejecting absolutism and accepting positivistic methodology in the realm of scientific methodology, neglecting  the artificial boundaries between the disciplines of human knowledge and supporting the interdisciplinary approach were the epistemological FOUNDATIONS of MULTICULTURAL EDUCATION.

Introduction: The ethical dimensions of agriculture need to be explored, distinguishing between ethics in agriculture and ethics of agriculture. Ethics in agriculture is traditionally based on abstract moral theory, formulated through logical reasoning, but often found inadequate to address the complex ethical challenges within agriculture due to its abstract nature and lack of practical visibility. Conversely, ethics of agriculture is approached within a context-specific framework derived from the research topic with the aim of providing more tailored solutions. Materials and Methods: A comprehensive review of the relevant literature is conducted, using a descriptive-analytical approach to provide a conceptual framework for understanding agricultural ethics. Conclusion: The article highlights the critical need for a comprehensive ethical framework to address the multifaceted ethical challenges in the agricultural sector. The importance of analyzing and resolving ethical dilemmas at all stages of agriculture is underscored in order to align practices with human ideals and to ensure ethical decision-making by stakeholders involved in agriculture.

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.

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.

Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher EDUCATION, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher EDUCATION. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher EDUCATION is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-EDUCATIONal, EDUCATIONal ethics, research ethics, scientific-executive), background conditions (higher EDUCATION policies, moral activism), intervening conditions (environmental factors), strategies (micro level-university, macro level-higher EDUCATION) and consequences (individual and organizational) were elevated to a higher abstract level and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

Introduction: Citizenship EDUCATION is a plural and multifaceted concept that includes various ethical dimensions. The EDUCATION of citizenship ethics can be considered as the EDUCATION of people in the society, in such a way that they can play a role in the formation or establishment of a balance between the authority and responsibility of governments in the society. On the other hand, postmodernism is a multipurpose movement that rejects any final solution and definite answer by denying the view of the world as an interconnected whole. The present study investigated the PHILOSOPHICAL FOUNDATIONS of postmodern citizenship EDUCATION and the extraction of implications of moral-social EDUCATION in EDUCATION. Material and Methods: The research method in this study is analytical, descriptive and inferential. Also, the current research was conducted based on library studies and to collect data according to the nature of the subject, a slip was used to study documents. Conclusion: In terms of the implications of moral-social EDUCATION in terms of goals, it can be concluded that goals appear in the EDUCATION process and are not pre-defined and should take into account the growth and ability of learners to adapt to rapid changes. From the point of view of the content, it was concluded that no content can increase the scientific and professional competence of the learners. Content should increase learners' problem-solving skills. Also, power is an effective factor in determining the control of relationships between students and teachers.

Abstract The aim of this research is to explain the ontological FOUNDATIONS of EDUCATION with emphasis on the PHILOSOPHICAL FOUNDATIONS of Allameh Misbah Yazdi. Identifying and explaining the basic elements and components of EDUCATION (the theoretical FOUNDATIONS of EDUCATION) is one of the most basic prerequisites in Islamic EDUCATION. In fact, ontological FOUNDATIONS are among the most important theoretical FOUNDATIONS of EDUCATION. Therefore, it is important and necessary to accurately explain the ontological FOUNDATIONS of EDUCATION and its position and influence in the problems and EDUCATIONal system of Islam. Using the descriptive-analytical method and a rational approach, this research has investigated and explained the ontological FOUNDATIONS of Islamic EDUCATION with emphasis on the FOUNDATIONS and PHILOSOPHICAL and epistemological views of Allameh Misbah Yazdi. Among the FOUNDATIONS that are important in the PHILOSOPHICAL-intellectual system of Allameh Misbah Yazdi, we can mention the fundamental reality of existence and its evidence, the existence of the Necessary Being (God the Almighty), the possible existence, the problem of causality in existence, the degrees of beings, the range of existence from material to immaterial, the gradualness of the material world and the beings belonging to it, and the existence of conflict in the material world.

The discussion of the principles and FOUNDATIONS of human EDUCATION in the doctrines of life is one of the most important issues that has been emphasized a lot. In this connection, the philosophy of EDUCATION as a special activity is responsible for leading people to know and choose safe paths to become happy. The purpose of the current research is to examine the PHILOSOPHICAL FOUNDATIONS of human EDUCATION in the Qur'an by using the PHILOSOPHICAL teachings of human EDUCATION. The findings and results of the research have shown: the FOUNDATIONS of human EDUCATION in the Qur'an are based on epistemology, ontology, anthropology, theology and values, and the philosophy of human EDUCATION in the Qur'an is based on principles such as: naturalism, moderation, rational EDUCATION, thinking and Consideration, dignity, perfectionism, family orientation and social differences are based. It should be noted that the type of research is based on the fundamental objective and the method of collecting data, documents and also searching in virtual and internet networks has been done.

Methods and principles used in EDUCATION come from diverse FOUNDATIONS. This paper aims at examining PHILOSOPHICAL and psychological FOUNDATIONS of EDUCATION based on two similar views from the West and the East: The Illuminationist philosophy of Suhrawardi and Phenomenology of Husserl. Questions of the research deal with PHILOSOPHICAL and psychological FOUNDATIONS of EDUCATION from the standpoints of the two philosophers and a comparison between them. The results show that in Husserl's PHILOSOPHICAL FOUNDATIONS, phenomenology gets the main place with two steps. In the first step, the emphasis is on description of human experiences and in the second, the reduction of these experiences is concerned. In the psychological foundation, reflection on psychological states is at the center instead on introspection. In Suhrawardi's PHILOSOPHICAL and epistemological view, knowledge by presence takes the main place. In the psychological foundation, introspection gets the central point. Comparison of Suhrawardi and Husserl shows that both of them are under the influence of Plato and take a distance from objectivism. In the case of difference, it should be mentioned that in epistemology Husserl deals with acquired knowledge whereas Suhrawardi is concerned with the knowledge of presence. In the psychological foundation, Husserl puts emphasis on reflection whereas introspection is more vital for Suhrawardi. Such FOUNDATIONS urge the two philosophers toward a sort of intuitionism in EDUCATION.