Despite the significant role of rationality in Farabi’ s philosophy, no comprehensive research has been conducted to explain the principles of rational education explaining his ideas. This research is intended to explain the principles of rational education in terms of its objectives according to Farabi’ s thought. Employing Franken’ s deductive method, the researchers explained the concepts of the research first. Then, they subdivided the themes into distinct categories and identified the realistic philosophical propositions. Finally, the principles of ritual education were identified from Farabi’ s point of view. The results revealed that the principles of rational education in the domain of theoretical rationality included training, guidance, the necessity of education, and rationality. In the ​ ​ practical rationality, it included principles of readiness, trainability, responsiveness (individual agents), cooperation and gradualism.

This study aimed to present the model of Farabi’s rational education with an emphasis on practical reasoning. Therefore, Frankna’s deductive model was used and the ultimate goal of Farabi's rational education was found to attain God as the first cause. The mediating goals of rational education in the field of practical reasoning include actualization of the power of reasoning (rationality), realization of the will resulting from the power of reasoning (authority), creation of moral virtues among nations, creation of a moderate personality, and realization of a utopia. The principles of rational education in this field include the principle of readiness, educability (discipline), responsibility (individual aspect), and imperfection of human cognition. The principle of graduality and methods of rational education in this field also include observation, attention to the ability of individuals (giving tasks based on ability), gaining experience, discipline, moral cultivation, cooperation (empathy and cooperation), repetition and practice, and learning wisdom. Introduction Farabi’s theory of reasoning refers to his prominent role and valuable point of view. Farabi succeeded in establishing a relationship between Greek philosophy and Islam, and creating a modern educational system. He had an undeniable influence on the ideas and theories of the philosophers after him. In Farabi's view, reasoning has six different meanings: 1. Cleverness from the view of the general public, 2. The power of discussion in the view of lecturers, 3. The power of argumentation in philosophy (at Aristotle's book of argument), 4. Empirical reasoning (practical reasoning in ethics), 5. Reasoning (in Aristotle's treatise on the soul) as a concept with three degrees: material, active, and Mostafad (the active reasoning (Gabriel) should be considered as an effective factor to go beyond such degrees by man), and 6. The initial reasoning (God). Mirza Mohammadi (2015) has specified the principles, goals, and methods of education based on the epistemological principles of Farabi in his treatise Fusus al-Hikma. Adelzadeh Naeini, Norouzi and Rahmani (2020) have presented a model, including the goals, principles, and methods of Farabi's intellectual education in the field of theoretical reasoning, but have not mentioned practical reasoning. Adelzadeh Naeini, Norouzi and Rahmani (2020) have identified learning science, observation, and gaining experience as methods of gaining knowledge in intellectual education in Farabi’s school of thought. Methodology Considering the subject of the research, we used a qualitative method with a deductive approach in this research. Therefore, the meanings and concepts of Farabi's rational education were first described in the field of practical reasoning. Then, the data were thematically coded, categorized, and analyzed by deductive categorization system. Moreover, the realistic propositions related to the goals, principles, and methods of rational education in Farabi's school of thought were identified separately. Finally, after identifying the propositions and using the Frankna’s deductive method (reconstructed model), we obtained the results in the form of goals, principles, and methods of rational education in the field of practical reasoning (Bagheri, 2015, pp. 121-122). Credibility The researchers continuously studied various sources and research. Furthermore, the findings are based on the subject of the research to properly evaluate the analysis and interpretations. Reliability To confirm the reliability of the findings, the following steps were taken: relevant resources were identified for collecting and recording data. All the data were integrated to form a database, which was divided into semantic units for analysis. Then categories were formed based on similarity of the contents, which were labelled as a category, and divided into subcategories according to the differences. All the sections related to a category were reviewed, compared, and modified to extract realistic propositions related to each section. Finally, the goals, principles, and methods of rational education were extracted and conclusions were drawn according to the research method. Results Discussion and conclusion The ultimate goal of rational education from Farabi's point of view is to attain God as the first cause. In this regard, the mediating goals of rational education according to Farabi in the field of practical reason include the actualization of the power of reasoning (rationality), realization of the will resulting from the power of reasoning (authority), creation of moral virtues among nations, realization of a utopia, and creation of a moderate personality. Considering the goals of rational education, the principles of rational education include the principle of readiness, discipline, responsibility, imperfection of human cognition, graduality, cooperation, and moderation. According to the principles obtained in this research, the methods of rational education are observation, attention to the ability of individuals (giving tasks based on ability), gaining experience, discipline, moral cultivation, cooperation (empathy and cooperation), repetition and practice, and learning wisdom. Based on the results obtained in this study, it can be concluded that all these methods have led to the creation of intellectual knowledge. Considering the importance and position of rational knowledge in civil societies, paying attention to it can be effective and useful for the perfection of rational power and the promotion of rational 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.

Purpose: This dissertation is dedicated to the study of intellectual education from the perspective of Imam Sadeghin (AS). Materials and Methods: To do this, descriptive analytical method has been used. In this way, by using interpretive, historical books and magazines, researches and researches done on the subject in question, verses and narrations and psychological and sociological topics have been used. This article has been done with the aim of identifying the study and effects of intellectual education based on the biography of the honest (AS). Findings: The findings of the research indicate that the goals of Imam Sadeghin (AS) in intellectual education have been to overcome the air of the soul, to promote the teachings of the original religion, and so on. Conclusion: Rational education in the practical life of Imam (AS) has been observed in works such as eliminating epistemological deviations, achieving spiritual perfection and happiness, strengthening religiosity, etc. At the end of this article, suggestions were made regarding the research findings.

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.

The rational approach is one of the main approaches to religious education. This approach has its critics and supporters. Critics of this approach believe that the rational approach - according to characteristics of rationality, cannot fit to the process that is religious; because, there is sharp distinction and conflict between religion and rationality. Therefore, based on critics' views we could not speak about rational approach to religious education.However, supporters of rational approach to religious education believe that there is close relation between rationality and religion; because religion is a rational based activity. The study of critics and supporters' view about rational approach to religious education is set forth.