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The proximity of Islamic schools with the emergence of Islamic extremist currents has become a significant concern for Muslim thinkers. It has doubled the need for approximation and intra-religious dialogue. From a historical and institutional view, Iran and Egypt are the institutional pioneers of approximation among Islamic countries. Since the early 1942s, they have developed their activities in various formats based on the views approximation of the two sects’ religious scholars. The two countries' intellectual, political, and cultural atmosphere and a sense of leadership for the Islamic world in Egypt and Iran have been the largest producers of thought in the Islamic field. It was a significant factor in theory-making and pragmatism in this field. The main question is ‘How can the prominent meanings in the institutional network of schools proximity in the Islamic world and contemporary Iran be explained from an institutional and policy-making perspective?’. The results indicated that after the developments leading to secularism in Egypt, Iran became the only pillar of approximation among Islamic countries. After the Islamic Revolution of 1979, by emphasising the issue of Palestine, Hajj and the formation of a single nation, to guide domestic and transnational audiences by highlighting religious affinities in the geography of Islam and Muslims guide to religious coexistence. The second phase statement of the revolution is the most innovative manifestation of the institutional approximation strategy that Ayatollah Khamenei, emphasising trans-ethnic, trans-religious and transnational themes, has presented his institutionalist reading as a "Comprehensive Approximation" using previous historical experiences.

The present article experimentally studied the impact of mindfulness-cultivating intervention on various dimensions of learning. The mindfulness-cultivation techniques employed in the experimental group involved observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk, et al., 2014). Furthermore, Pirson et al.’s (2012) contention that mindfulness encompasses four facets of attributes:; novelty producing, novelty seeking, engagement, and flexibility informed the selection of techniques. Learners’ level of proficiency was checked before the treatment. Before and after the treatment, three questionnaires were employed: 1) Langer Mindfulness Scale 2) Reflective thinking questionnaire 3) Positivity Scale. Multivariate Analysis of Variance (MANOVA) results demonstrated, approximately 50 percent of variance in reflective thinking was predicted by these techniques. Furthermore, the results via independent samples t -test demonstrated that positive orientation and language achievement promoted in the experimental group, thus implying that the intervention executed in the experimental group was effective in enhancing these two factors as well.