Objectives: The aim of this paper is to examine some solutions to the question of how a "religious Education of Science" can be compatible and adapted in the light of theories of religious Science. This question can be considered under the issue of "application of religious Science in Science Education", which in a more detailed analysis of the problem, has been reduced to the question of the possibility and compatibility of "religious Science Education". Method: by philosophical analysis, hypotheses of this research examined, in the light of Golshani's theory of religious Science and from compatibility perspective of "religious Science Education". Results: the results of this study showed that in the field of Science Education, first, the theistic Education of Science is a maximal approach to the compatible "religious Education of Science". Second, the "theistic Education of Science" is achievable in the attitude dimension of learning. Third, the "interdisciplinary approach" is a fair and minimalist approach to the compatible curricula of "religious Science Education". Conclusion: Finally, in order to achieve a compatible religious Education of Science it can be act in a range of solutions from the interdisciplinary approach (minimalistic approach) to the theistic approach to Science Education (maximal approach).

Most theories of religious Science in Iran, not only try to realize the practical compatibility of Science and religion, but also seek to apply religious theses in (natural and social) Sciences and their Education. The purpose of this paper is to analyze the "application of religious Science in (natural) Science Education", which is under the broader problem called the "realizability of religious Science theories". in order to analyze and study the problem in more detail, three theses (suggestions) are proposed at the beginning: First, the religious Science Education is a nonsense ideal and impossible. Second, instead of Religious Science Education we must talk of religious Education of Science. Third, religious Education of Science is itself a paradox. these theses analytically have examined based on religious Science theories, as well as goals, structure and nature of Science Education approaches. This study shows that religious Science Education in the current situation and due to the lack of a religious model for Science, although not in principle meaningless and impossible, but an ideal (not in the sense of unattainable). Instead, religious Education of Science is possible and realizable. However according to the standard goals of current Science Education, biased and dogmatic approach to religion leads to paradoxical "religious Education of Science" construct. Thus, the problem of "application of religious Science theories in Science Education", not only tied to several other problems, but also it can be reduced to them, And the more accurate answer to the problem is rely on the solutions to those associated problems.

Objective: An accompaniment has been established between philosophy and Science by cognitive Science and obtained conceptually and empirically defensible theories of mind. Method: This article examines methodological changes that occurred in cognitive Science and its implications in methods of research in Education.Results: The results of this examination shows that although there are diverse methods in investigation of mind such as conceptual analysis, computational approach, methodological materialism, simulation and etc., there is no accurate distinction between philosophy and Science. Hence, at least in two aspects, these fields could be tied each other: the first is that methods of Science have philosophical assumptions and the other one is that philosophy should be based on empirical basis.Conclusion: Thus, innovation and implication of cognitive Science for research in Education will fall dawn the boundary among philosophical and scientific research and so philosophical research on Education will be in the process of scientifically research in Education.

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.

Constructive realism (CR) is an attempt to overcome the difficulties associated with naïve realism and radical constructivism. There are different versions for CR. In this paper, I defend a particular version of CR. Complexity of reality, on the one hand, and the impact of human mind, language, and culture, on the other, leads to the inevitable contribution of constructs in knowledge development. According to the CR, even if mental, linguistic and cultural side of constructs could not be avoided in principle, a certain proportion of reality-contact can be considered and defended for the constructs. In this sense, human mind and culture has a constitutive role to play in knowledge acquiring instead of being an innocent means in the process of acquiring knowledge. On the other hand, the role played by the reality in this process cannot be ignored because, according to the CR, knowledge consists after all of knowing 'something' in the real world. On the whole, taking into account both the constitutive role of mind and culture, on the one hand, and the inevitable role of the reality, on the other, shows the difference between the CR and pure realism, pure constructivism, and those versions of CR that do not take the constitutive role of mind into account.There are requirements for the CR in Science Education. First of all, there must be a constant caution for making sure that our scientific theories have caught the proportion of reality-contact. This point shows the difference between the CR and pure constructivism. This caution should be present in our Science teaching as well. Secondly, we should encourage our students to develop imaginative alternative constructs when they are learning Sciences. This shows the difference between the CR with naïve realists who ignore the importance of students' imaginations in suggesting alternative constructs. Notwithstanding, while we encourage the students to develop their imaginative constructs, there should be considered a limitation for their over-justification about their constructs. In this way, we as teachers should urge them to take counter-evidence most seriously into account. This is a point in which constructive realists are distinguished from pragmatists too. Pragmatists do not give up their theories in confrontation with counter-evidence but rather look for almost limitless changes in their constructs in order for making the counter-evidence compatible with their theories, whereas constructive realists will be ready to take counter-evidence more serious and correct their constructs accordingly.

The main purpose of this research is to expand the interests of Science and to study its implications for Science Education. To this end, Habermas' Science interests are first addressed in three ways: technical, practical and emancipatory. Then Mary Hesse's approach to the interpretative and hermeneutical aspects of the natural Sciences is examined. After that, Martin Eger's views on the cosmological interest and its suppression in Education are discussed. In the next section, while proposing the field of "Science studies" as "transcendental interests of Science", we will expand the interests of Science. Then, the implications of the four subfields of the history of Science, the philosophy of Science, the sociology of Science and psychology of Science are discussed. Finally, based on the findings of the study, a new approach and method were proposed, "interest-based Science Education". The results of this study suggest that in terms of transcendental interests in addition to technical and cosmological interests in natural Science Education, and the use of interest-based Science Education, a more comprehensive and extensive picture of Science has been provided, while facilitating and deepening the teaching-learning process of Science, making this process more attractive and enjoyable.

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.

The idea that Science is objective, or able to achieve objectivity, is in large part responsible for the role that Science plays within society. But what is objectivity? The idea of objectivity is ambiguous. This paper distinguishes between three basic forms of objectivity. The first form of objectivity is ontological objectivity: the world as it is in itself does not depend upon what we think about it; it is independent of human thought, language, conceptual activity or experience. The second form of objectivity is the objectivity of truth: truth does not depend upon what we believe or justifiably believe; truth depends upon the way reality itself is. The third form of objectivity is epistemic objectivity: this form of objectivity resides in the scientific method which ensures that subjective factors are excluded, and only epistemically relevant factors play a role in scientific inquiry. The paper considers two problems that arise for the notion of epistemic objectivity: the theory-dependence of observation and the variability of the methods of Science. It is argued that the use of shared standard procedures ensures the objectivity of observation despite theory-dependence. It is argued that the variability of methods need not lead to an epistemic relativism about Science. The paper concludes with the realist suggestion that the best explanation of the success of the Sciences is that the methods employed in the Sciences are highly reliable truth-conducive tools of inquiry. The objectivity of the methods of the Sciences leads to the objective truth about the objective world.