مسعود صفایی مقدم

In this study I have argued for a theoretical foundation of a coherent and defensible religious education (RE). It has been said that for RE to be accepted as a reasonable subject matter it should be researchable. But for a subject to be researchable، or research based، it needs to be supported by reason، a kind of reason that have a public and universal character. On the other hand we need a conception of religion being capable of giving this conception of reason، and adapting itself with its teachings. I have argued that the Shiite idea of innatism is a good base for providing a theory of reason upon which reason، while having an important role in human life، and an intrinsic connection with religion، has some limitations that can only be compensated by appealing to divine aspect of life and the path of God، namely religion. To show that the Shiite innatist conception of reason can be a good starting point I have argued that، this concept of reason comes from the Shiite belief that humans have a shared nature upon which they have the same emotional and cognitive view. So I have discussed the place and the weight of reason in Islam and Shiism، the idea of innatism، the innatist conception of reason، and connecting reason and religion by suggesting the innate human nature as the same root for both of them. By suggesting the same divine nature for reason and religious belief، I argued that rational principles are at the same time the divine rules for having the best sort of life. That is reason and religion have the shared tasks for following the intrinsic virtues. So we can conclude that a true religious belief، which is supported by reason، as Shiite belief seems to be، can be a reasonable base for making a religious education system. In this work I have referred mostly to Allamah Tabatabaei and Morteza Mutahhari، as the most influential contemporary Shiite scholars، to explain the Shiite's belief as to the nature of reason and religion.

Purpose: The purpose of this study was to identify the concept of ethical sensitivity as an essential component of ethical decision making and provide solutions for teacher students education in order to develop ethical sensitivity. Methodology: This was a fundamental descriptive correlational method. In this study, concept analysis method was used. In this regard, first, the preconditions and characteristics of ethical sensitivity, with emphasis on Weaver's studies (2005) was explained, and then, based on these preconditions and attributes, some approaches were presented to develop the teacher students’ education on ethical sensitivity. Findings: Regarding the analysis of ethical sensitivity through the research backgrounds, it can be stated that the purpose of the education and development of this concept is to assist students in accepting and analyzing the views of students, answering them, identifying and interpreting ethical issues, and finally, justify, reflex and anticipate the consequences of its ethical actions, and using methods that are effective in maintaining the student's personality coherence. Conclusion: ethical sensitivity and explaining the methods to develop it on student-teacher education can lead to the behavioral contradiction of the educators and lead to less emphasis of ethical sensitivity among the educators.