Philosophy of Education

This paper was conducted with the aim of analysis magical realism in the Metatmodernism approach in order to provide its implications in creating intellectual exploration and empathy. The main components of metamodernism include oscillation, magical realism, neo-romanticism, "As If" thinking and pragmatism. Although the use of magical realism predates metamodernism, this literary genre is now associated with neo-romanticism and metamodernism. This literary approach, as a mixture of imagination and reality, is considered one of the effective components of metamodernism. Considering the importance of this component in the approach of metamodernism, this research has analyzed magical realism in the approach of metamodernism in order to provide its implications creating intellectual exploration and empathy. The method of this research is of qualitative type and its library studies are conducted using the content analysis research method. Also, there is a research community, relevant and accessible documents and articles in the field of magical realism and metamodernism. The tool for recording and maintaining information in this research was the fiche. The result of this research shows that magical realism can significantly help the growth of learners, promote critical thinking and intellectual exploration, empathy, intercultural sensitivity and a deeper understanding of complex issues.

The purpose of this research, in addition to presenting a metamodern curriculum, is to empower teachers to overcome the difficulties and negative side effects of modern and postmodern curricula. For this purpose, to answer the questions, a multi-method approach including the documentary method, the interpretive conceptual analysis, and the progressive type of practical syllogism are used. As the results, in addition to revealing the crises of the modern and postmodern curriculum, a model of the metamodern curriculum including the elements of curriculum is presented in such a way that through this curriculum, the community of teachers and students can consider the reflection of learning in thoughts and actions in social, cultural, and institutional contexts. By means of this model, distinct opportunities are provided for people with mental abilities as well as for people with learning disabilities. The result of this research is the presentation of three bases for developing a metamodern curriculum, which include: 1-Considering the modern and postmodern curriculum as effective historical experiences; 2- The metamodern curriculum as a care approach; 3-The metamodern curriculum as hope.

In this paper, with the aim of presenting the foundations, goals, principles and ethical methods for metamodernism, a combined research method including documentary method, conceptual analysis of concept interpretation type and inferential research method of progressive type has been used. First, by applying the documentary research method, while collecting and integrating the moral ideas of metamodernism experts, through the conceptual analysis research method of the interpretation of the concept, he explained and defined metamodernism and ethics in metamodernism. Also, the application of the inferential research method of the progressive type has led to the formulation of the foundations, goals, principles and ethical methods of metamodernism. Therefore, it has been mentioned about creating mobility to move from postmodernist ethics to metamodernist ethics as the ultimate goal of ethics in metamodernism, which includes eight principles and three ethical methods in addition to seven intermediate goals. Components such as returning to past movements, new honesty, authenticity, love and care, collapsing distances, hierarchies, "as if" process and grand narratives have been proposed as the moral principles of metamodernism. Also, integration and combination, the equation of both - neither, and the equation of both - and... are the ethical methods of metamodernism.

One of the ways to better understand education is to compare their
philosophical systems and determine similarities and differences.
The aim of this research was to compare similarities and differences
of three modern, postmodern and metamodern schools of thought
with a comparative approach. The method of data collection was
documentary through examination of primary and secondary
sources. To analyze the data, thematic content analysis method was
used. The first finding of the research shows the evolution of
philosophers' opinions from modernism to metamodernism during
the last two centuries. Another finding reveals the similarities and
differences between modernism, postmodernism, and
metamodernism in the realm of macro-topics such as ontology,
epistemology, and axiology. It can also be inferred that the
supporters of metamodernism try to create a relative balance
between the two opposite poles of modernism and postmodernism.
From the point of view of education, the findings of the research are
clear that the view of metamodernism supporters on issues such as
education goals, curriculum, teacher & student role, and teachinglearning methods is to accept or reject some of the educational ideas
of the two philosophical schools of modernism and postmodernism.
Therefore, it cannot be said that the supporters of metamodernism
are the creators of new ideas in the field of education.

One of the ways to achieve a better understanding of the approaches of Quranic studies and Quranic studies is to examine the commonalities and differences of opinions of experts in different times and periods. This research has been conducted with the aim of comparative study of Quranic studies of Orientalists in modernism, post-modernism and metamodernism, in accordance with the comparative method, in the form of documents and with the tools of data collection and survey form. The research community includes all the documents, documents and resources related to the subject under investigation. In this research, by comparing and comparative analysis of data, while introducing and devising a new periodization in the field of Quranic studies of Orientalists, it was determined that the characteristics and thinking governing each of these three periods, in the explanation, analysis and results These researches have been noticeably effective. Based on this, it is not possible to make a correct judgment regarding the accurate evaluation of the results of the Qur'anic studies of Orientalists without considering the element of time and thought that governs each of these periods.

Abstract
The current era is believed as post-modern in terms of classification of thought. Each period of human life has its own education.
In the current era, formal education can’t meet all needs of human being because of different changes in human life. Therefore,
Informal education come into account .the current research aims to The Study on Features informal education in postmodernism
with emphasis on curriculum. The research method is descriptive-analytic and drawing to conclusion based on analyzing
concepts and re-conceptualization of result. The result showed that the goal of Informal education is improve the living
conditions. Content of education is different based on individual's needs and mostly tends to environmental issues. Vast types of
methods are used including observation and conversation method. Self-evaluation and other people assessment is the only one
way of evaluation in Informal education.

Abstract
The aim of this study was to develop criteria and indicators for administration quality assessment of Iran’s high
schools (case study: Kohkiluye & Boyer Ahmad’s high schools). In this regard, the most important and
fundamental criteria and indicators of school administration assessment were collected and then the data was
investigated by accreditation experts. Afterwards, the final and approved framework by experts and specialists
was implemented in Kohkiluye & Boyer Ahmad’s high schools to determine the administration quality of
schools. This study is applicable and data collection method is descriptive due to the study nature and its
fundamental aim that is to establish and accreditate of high schools quality assessment’s criteria and indicators.
The study statistical community at accreditation phase included 300 line and staff experts of Kohkiluye & Boyer
Ahmad’s education department and quality assessment specialists of universities, and in pilot implementation
phase, the statistical community was all of Kohkiluye & Boyer Ahmad’s high school administrators. Both
accreditation and implementation phases’ tools were researcher made questionnaire. Descriptive methods and one
sample t test was used to data analysis. The findings show that all of criteria and indicators were assessed in high
desirability level, and by t test calculation for each criteria and indicators with specified degree of freedom (sig =
0.000) value is less than the allowed error (0.05), so it is concluded that these factors, criteria and indicators were
approved by specialist and in (high) schools assessment process, they are important and acceptable criteria and
indicators. The results of pilot implementation of proposed framework indicated that the result of quality
assessment of the schools’ administrators was evaluated (4.1860), so desirability level is "high".
Key words: assessment, accreditation, quality, school administration, criteria, indicator

Abstract
Improvement of curriculum development by the members of a faculty can be facilitated by identifying their own and
others’ ideology. This work is aimed to survey types of curriculum development ideologies that exist among
members of faculty in educational sciences departments in Tehran universities. Research society was comprised of
all faculty members in the departments in 2010-11, adopted through census. Among the 95 members, 30% were
women and 70% men. The research was carried out as a descriptive (surveying) study using a standard questionnaire
of curriculum ideology developed by Schiro (2008). The questionnaire focuses on six curriculum factors (including:
Purpose, Teaching, Learning, Knowledge, Childhood, and Evaluation) and four curriculum ideologies (Scholar
Academic Ideology, Social Efficiency Ideology, Learner Centred Ideology, Social Reconstruction Ideology). Data
analysis involves examining frequency and percentage frequency of ideologies held by faculty and graphs of their
ideologies.In general, results of the surveys over each quadrant of the ideology graphs are as follows. Greatest
ideological preference was inclined toward (“the”) Learner Centred Ideology (69%), followed by Social
Reconstruction Ideology (11%), social Efficiency ideology (11%), Scholar Academic Ideology (5%) and finally the
combination of the Learner Centred Ideology and social Efficiency ideology (4%). In addition, the ideologies least
preferred by academic board members included tendencies toward Scholar Academic Ideology (70%), Social
Reconstruction Ideology (13%), Social Efficiency Ideology (7%), Scholar Academic and social reconstruction
ideologies in combination (7%) social reconstruction and social Efficiency ideologies in combination (3%) and
finally Learner Centred Ideology with (0%) Therefore, it can be concluded that ideological preference among
academy members most favors the Learner Centred Ideology and least favors the Scholar Academic Ideology.
Seemingly, the reason for the inclination towards the Learner Centred Ideology among the faculty members had to
do with the fact that they were all engaged in educational fields at governmental universities. More, one could also
deems it wise to believe that the participants coming from humanities pay more tribute to interactive relations with
the students compared to those who come from non-humanities.

Abstract
Modern Socio-philosophical perspective has been arisen in the work of thinkers in recent decades which has been called
postmodernism As this perspective introduces new issues in different areas, it poses new attitudes in the education area .Giroux
who is a contemporary postmodernism Theory maker is going to introduce a kind of education in which culture, ethics and
politics are very important. As he criticizes the present worldwide education which is based on modernized courses, he proposes
border educative perspective. The present article explains his implications in education by an analytical-descriptive method
.findings showed that in his idea, education essentially has got political tendency and the goal of the border education is making
a democratic society which is in favour of equality and detecting the borders, observing the differences and understanding them
Education in which other voices are listened is a desired education. The reflection and philosophy of the border education cannot
ignore the social and cultural issues of the people because it will fail without them. In the view of border education, we should
trespass the mere transmission of understood knowledge in education and consider the teacher as the open -mindeds of the
society and revolutionist

Abstract
Jacques Derrida is one of the most famous postmodernists. Postmodernism in education domain explains the crises of the modern
education and, in fact, it criticizes the general situation of education in the modern era. Postmodernist education lacks constant
and global basis. It relies on discourse, pluralism, difference, otherness, cultural studies, antiauthoritarianism and criticism.
Derrida’s viewpoints have led to new issues in different realms, like philosophy, politics, art, history, literature and specially
education. The main aim of this paper is to explain and draw educational implications of philosophical foundations of Derrida in
different dimensions including educational aims, the teacher and student, the curriculum, teaching-learning methods,
deconstruction and education. At the end, the educational viewpoints of Derrida are criticized, and their strengths and weakness
are explained

Abstract
The field of open and distance education has witnessed much transformation since simple print based communication till the
WEB era. With the increasing use of new communication technologies, discussion of the ethical issues becomes more
important. Ethics in education in general and distance education in specific has its manifestations in various forms. This paper
identifies ethical issues that is concerned with distance education The article puts emphasis on Principles and codes of Ethics in
various aspects in the realm of distance education such as those pertaining to student-teacher relationship, research ethics, subject
matter experts, instructional designers, faculty, teaching assistants, but major emphasis is on ethical principles in four areas:
Commitment to the Student ,Commitment to the distance education System , Commitment to the Profession and Ethical
Commitment of instructional designers in distance education system . Codes of ethics apply to all members of the distance
education, including the regents, faculty and other academic personnel, staff, students, volunteers, contractors, agents and others
associated with the distance education institution.

Abstract
Today’s crisis, specially war, environmental pollution, terrorism, and nuclear proliferation, is challenging the peace and security
of the world. Many of these crisis are the result of misunderstandings and lack of familiarity of cultures with one another. Most
of these crisis are solvable through citizenship education, particularly in higher education. In fact one of the major goals of global
citizenship education is to help learners to attain an individual, national, and global identity so they will be able to participate
actively in solving international problems such as opposition, war, AIDS, global poverty, etc. This demands educating
individuals beyond geographical borders, educating Individuals who pass the geographical borders and do not imprison
themselves within the borders in which they were born .This is in fact how religions look at human beings; Universal thinking
and concern for native and local community modifications originate from celestial revelation. In this article the effort is taken to
explain the necessity of global citizenship education as well as to explore the relationship between globalization, and global
citizenship education. Global citizenship education will also be reviewed from three aspects of knowledge, skill, and value.
Finally the appropriate content of such education will be discussed.

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The purpose of this research was the survey of organizational health relationship of schools with student’s academic achievement
in secondary schools of kohkilouie and boierahmad province. The method of research was survey and its population was all of
secondary schools teachers of kohkilouie and boierahmad province in 2011(2905 people). For determining of sample 340
teachers from 40 secondary schools (20 girls school and 20 boys school) selected as a sample with using of cluster random
sampling. The instrument of research was the Organizational health inventory (OHI). In this research, the reliability of
questionnaire with Cranach’s Alpha was 0/70. In addition it has collected the average scores of these secondary schools students
in order to determining of their academic achievement rate. Data canalized with SPSS statistical software. Findings of research
showed: Organizational heath in 42/5 percent schools was lower than mean, in 22 percent schools was mediocre and in 35
percent school was more than mean. There was positive and significant relationship between organizational health of schools and
academic achievement. There was no significant relationship between organizational health of girls’ schools and boys’ schools
except in dimension of scientific emphasis. It means scientific emphasis was in boys’ schools more than girls’ schools.
Organizational health of schools had significant effects in academic achievement. This way organizational health predicts 25
percent academic achievement.

Abstract
In recent decades, philosophy and children has been proposed under various titles including Philosophy for Children (P4C),
Philosophy with Children (PWC), Philosophy and Children (PAC) in the field of education and philosophy. Given the
importance of education for children in contemporary philosophy, this study examines challenges and solutions with respect to
the philosophy and teaching philosophy for children. According to the above objective, 30 challenges were identified as the most
important of these challenges can be included: the concept of philosophy as a discipline, lack of trained and skilled instructors to
teach philosophy to children, breakdown between existing social values and norms ,the ambiguous role of the teacher in this kind
of education, to use precipitately philosophy for children's education, family's unawareness of education philosophy for children,
lack of children's cognitive development to understand abstract concepts of education philosophy programs for children.

Abstract
As engineering has a decisive impact on the development of the society, so faculty members in engineering branch are required
to take ethical components into consideration in relation to their students. The aim of the present study is to recognize the rate of
professional ethics components used by these faculty members in education. Ethics is a necessity need in every profession, it
should be taken into account in employing people and in work environments. Due to the high impact of educational environments
and especially universities on the future of students and because of their critical duties in rendering education and making
communities more developed, the importance of recognizing and observing professional ethics in these environments has
increased .Based on the results of the present study, the following are the most important components of professional ethics:
Respect for the students, safety and health of students, privacy own students, failure to provide material benefits in return for
giving score to students, trust and respect of students, having a spirit of tolerance and openness in dealing with students, attention
to appearance and covering appropriately by teachers, avoiding inappropriate humour and jokes, not using the university facilities
for personal matters by teachers.

چكيده
مقدمه: پژوهش حاضر ، جايگاه اخلاق و ارزش ها در تربيت شهروندي و همچنين بررسي رابطه ميان اخلاق و تربيت
شهروندي را بيان كرده است.
روش: ماهيت پژوهش بنيادي و روش انجام پژوهش، تحليل اسنادي بوده است.
يافته ها: از عمده ترين دستاورد هاي پژوهش در رابطه با پرسش يك تحقيق ، يعني جايگاه اخلاق و ارز ش ه ا در تربيت
شهروندي، بايد گفت كه افلاطون معتقد است كه ارز ش هاي شهروندي مطلق و تغيير ناپذيرند. ارسط و نيز باوردارد كه
ارزش هاي شهروندي از طريق عقل انسان قابل كشف و شناسايي هستند، و اين ارزش ها ذاتي، غيرقابل تغيير و عمومي
مي باشند. روسو بر اين باور است ارزش هايي كه در تربيت شهروندي بايد مورد استفاده قرارگيرد بايستي از تعادل انسان با
محيط سرچشمه گيرند. ديوي ي، ارزش هايي كه در تربيت شهروندي بايد استفاده شود ر ا نسبي و به شرايط خاص اجتماعي
رواني، فرهنگي و به طور كلي شرايط معين وابسته مي داند. فارابي نيز به ارزش هايي نسبي در تربيت شهروندان قائل
است. فوكو و دريد ا معتقدند كه يك شهروند شايسته بودن، به تبع شرايط و اوضاع و احوال تاريخي معنا دارد و امري
نسبي است . در رابطه با پرسش دو تحقيق ، يعني منابع اخلاق شهروندي در كشورمان (ايران ) منابع ديني ؛ سنتي و
فرهنگي، منابع اصلي اخلاق محسوب مي شوند. در رابطه با پرسش سوم تحقيق مي توان كرامت، آزادي، احسان و رأفت را
از مهم ترين مباني انسان شناختي اخلاق شهروندي بر شمرد . در رابطه با س ؤال چهارم تحقيق ارتباط ميان تربيت
شهروندي و اخلاق بايد گفت تعليم و تربيت شهروندي با مفهوم ارزش ها و اخلاق آميخته بوده و در آن نقش ارزش ها و
اخلاق برجسته است.
نتيجه گيري: تعليم و تربيت شهروندي با مفهوم ارز ش ها و اخلاق آميخته شده است. بنابراين اخلاق شهروندي مقوله اي
عمومي و بين رشته اي است كه تمام ديسيپلين ها و رشته هاي علمي بايد به آن بپردازند . اگر بپذيريم تربيت شهروند خوب
و اخلاقي بايد يكي از اهداف هر نظام آموزشي باشد، آنگاه اخلاق شهروندي در اين ميان نقش كليدي پيداخواهدكرد.
واژگان كليدي: تربيت شهروندي، ارزش شناسي و اخلاق، اخلاق شهروندي، بين رشته اي.

چکیده
زمینه: رعایت مؤلفه هاي اخلاقی در امر آموزش به وسیلۀ دانش آموزان، نقش اساسی در پیشبرد اهداف آموزش و پرورش و ایجاد فضاي اخلاقی
مناسب دارد. و تا زمانی که دانش آموزان اصول اخلاقی را در رابطه با خود، دیگران و معلم رعایت نکنند، سایر مباحث آموزشی به درستی استوار
نمی گردند. از این رو، هدف از پژوهش حاضر شناسایی و تدوین مؤلفههاي منشور اخلاق دانش آموزي در مدارس بوده است.
روش: روش پژوهش، توصیفی از نوع همبستگی می باشد. جامعۀ آماري شامل: تمامی معلمان و دانشآموزان دبیرستان هاي پسرانۀ استان تهران
بود که با استفاده از روش نمونه گیري خوشهاي 100 نفر از معلمان و 275 نفر از دانشآموزان دبیرستانی به عنوان نمونه هاي پژوهش انتخاب
شدند. ابزار تحقیق، پرسشنامۀ پژوهشگر ساختۀ منشور اخلاق دانش آموزي بود. در تجزیه و تحلیل داده ها علاوه بر آمار توصیفی، از روش هاي
استنباطی (آزمون تی تک نمونه اي، معادلات ساختاري و آزمون تی دو جامعه مستقل و تاپسیس) استفاده شد.
یافته ها: یافته هاي پژوهش حاکی از آن بود که؛ تمامی مؤلفههاي شناسایی شده از همبستگی لازم به عنوان یک ساختار کلی، برخوردار بودند. و
مؤلفه هاي: وقت شناسی و حضور به موقع در کلاس درس، مؤدب و مهربان بودن دانش آموز و اجتناب از نسبت دادن القاب تحقیر کننده به سایر
دانش آموزان و کادر مدرسه به ترتیب داراي بیشترین وزن ها در مقایسه به دیگر مؤلفه ها بوده اند. و در بیشتر مؤلفه ها میان دانش آموزان و
معلمان اختلاف نظر وجود داشت و معلمان نسبت به مؤلفه هاي ارائه شده در منشور اخلاق دانش آموزي، نظرات موافقتري نسبت به دانش
آموزان قائل بودند.
نتیجه گیري: نتایج بدست آمده بیانگر این مطلب است که؛ هر دو گروه معلمان و دانش آموزان نسبت به رعایت مؤلفه هاي اخلاقی در مدارس
توجه جدي داشته اند.
کلیدواژگان: منشور اخلاقی، دانش آموز، مدارس متوسطه

پژوهش به تبیین مبانی معرفت شناختی نظام آموزش از راه دور درسه محور؛ مبانی معرفت شناختی نسل
اول،دوم و سوم , وبا روش انجام پژوهش تحلیل اسنادي پرداخته است. داده ها با استفاده از اسناد و مدارک
موجود و مرتبط با موضوع در فرم گردآوري داده ها و با شیوه كیفی مورد تجزیه و تحلیل قرار گرفته است.
- - عمده ترین یافتههاي پژوهش عبارتند از: 1 رویکرد و مبانی معرفت شناختی نسل اول ) 1011
1091 (عبارتند از: رویکرد اثباتگرایی با اعتقاد به قوانین كلی یادگیري، روش هاي جمعی وتأكید براصول
كارایی در طراحی راهبردهاي آموزشی و... 2 نسل دوم ) 1091 1091 (: رویکرد تعبیري یا تفسیري و - -
باورهاي معرفت شناختی از قبیل؛ روشن ساختن زبان كاربردي در موقعیت هاي آموزشی با ابهام زدایی از
- اصطلاحات تخصصی،توجه به عوامل مهم )تاریخی ،محیطی وشخصی ( دررمز گذاري و رمزگشایی و... 3
در » فضاهاي دموكراتیک « نسل سوم) از 1001 تاكنون(: رویکرد معرفت شناسی انتقادي و باورهاي ایجاد
مدارس،تأكید و ترغیب گوناگونی فرهنگی، بی طرفی نهادهاي آموزشی.
واژه های کليدی: معرفت شناسی،آموزش باز،آموزش از راه دور، رویکرد، اثباتگرایی، تفسیري،انتقادي، آموزش
مجازي

چكيده
بررسي ديدگاه هاي انديشمندان و متفكران، به ويژه آنان كه برخاسته از فرهنگ و تمدن غني و
پربار ايران است، مي تواند نتايج مهم و مفيدي در عرصه تعليم و تربيت داشته باشد. مهم ترين
و بارزترين نتيجه آن، بي نيازي از فرهنگ و راهكارهاي وارداتي است كه معمولاً در پشت آن ها
اهداف استعماري، نهفته است. در اين نوشتار آراء و آموزه هاي مولانا جلال الدين بلخي مورد
بررسي قرار گرفته است. روش پژوهش تحليلي- استنتاجي است. به اين منظور، ابتدا به تبيين
جايگاه عقل در مثنوي پرداخته شد. نقش و تأثير عقل در تربيت انسان، مورد بررسي قرار گرفت
و سپس دلالت هاي تربيتي آن از مفروضات فلسفي مولانا، استنباط ش د . يافته هاي پژوهش
نشان داد كه مولانا به دو نوع عقل اعتقاد دارد. او با عقل جزئي، مخالف اما عقل كلي را لازمه
تكامل انسان مي داند ونقش اساسي آن را به ويژه در عرصه تربيت، غير قابل انكا ر مي داند .
دلالت هاي تربيتي در چارچوب اهداف، اصول و روش، ارائه شد. هدف بنيادين در تربيت عق ل ،
رسيدن به عقل كلي و قرب الي الله است و هدف هاي مياني آن، انديشه ورزي و عميق شدن در
آفرينش و پرورش عقل جزئي و تحصيلي است. اصول تربيتي آن عبارتند از: اصل تفكر و تعقل،
پاكي و پالايش نفس، اختيار و آزادي اراده، مسئوليت پذيري، رعايت تفاوت هاي فردي در ميزان
درك و فهم، نياز به پيروي از راهنما و مربي، خودكاوي و خودسنجي، مشورت و هم فكري، اصل
اهميت تجربه و نيز روش هاي تربيتي منتج از آن عبارتند از: روش پرسشگري فعال، محبت و
عشق ورزي، سير و سلوك يا رياضت نفس، اطاعت و احترام به استاد يا مربي، روش تحقيقي،
مشاهده و مراقبه، روش انزوا و خلوت گزيني

چکیده
این پژوهش به بررسی آرا و اندیشه هاي تربیتی ملا احمد نراقی (فاضل نراقی) می پردازد. این
تحقیق از نوع نظري و روش مورد استفاده در این پژوهش، تحلیل اسنادي، و در این جهت
منابع و مراجع موجود و مرتبط با آرا و اندیشه هاي نراقی مورد بررسی قرار گرفته است؛ در
این راستا یافتههاي پژوهش دلالت دارد بر اینکه از نظر نراقی تعلیم و تربیت اهمیت ویژه و
جایگاه بسیار رفیعی در زندگانی انسان دارد. از نظر او اهداف تربیت شامل سعادت انسان،
کسب معرفتهاي اخلاقی، پرورش عقل ورزي و تفکر، اصول تربیت شامل اصل کرامت ذاتی
انسان، تقدم تزکیه بر تعلیم، فعالیت، تفرد و تدریج، روشهاي تربیتی شامل تلقین به حفظیات و
تمرین و تکرار، روش مباحثه و گفتگوي علمی، روش محبت ورزي و روش الگویی (اسوهاي)
است.
کلید واژه ها: تربیت و تعلیم اسلامی، اندیشه هاي تربیتی فاضل نراقی، اهداف تربیت در اسلام،
اصول تعلیم وتربیت اسلامی، روشهاي تربیتی اسلامی.