درخت حوزه‌های تخصصی

The brick ornamentation in Islamic architecture represents the unique skill of the architectural artists and we have seen the perfection of this kind of art during the Seljuk period. There is little information about the process of developing brick art in the architecture of Islamic mosque in Iran, and it has not yet been dealt with as it is worthy of this precious art. Therefore, it is necessary to carry out further research in this regard due to its importance in Iranian architecture. In this research, through library studies and with a descriptive-analytical approach, the trend of development of bricks ornament in the architecture of the Islamic mosques of Iran from the beginning to the end of the Ilkhan era, as well as the causes of importance and development to the bricks of the Seljuk period were studied. The brickwork decoration in the Islamic architecture of Iran gradually begins from the third century A.H. Generally speaking, the early Islamic centuries can be considered as the formation and development of brickwork ornamentation, which reaches its peak in the Seljuk era, thus the richest brick-making projects develops in this era, because during this period, artists managed to create numerous works and structures with the element due to the calm and stability of the Seljuk territory. After this period, bricklaying works continued during the Kharazmshahi era in the Khorasan area, and in the course of the Ilkhani period, its development was reduced and other techniques such as acrography and tiling were popularized.

Purpose: This research was conducted with the aim of studying the essential components of curriculum social education in the elementary period. Methodology: The statistical population of the study included upstream documents such as the Transformation Document and the National Curriculum, both fully analyzed and analyzed. The statistical population and the statistical sample are equal in this research. The sample was the subject of the research. The results of this research show that social education in upstream documents is not as good as the goals. In the goals, the cognitive dimension is considered more than two other dimensions. Functional dimension has been neglected. To succeed, a program requires full attention to all three dimensions (cognitive, emotional, and functional). Findings: According to the research findings, the essential components of social education are the sense of truth of truth; tendency toward goodness; tendency towards gamal; tendency to creativity; virtue; aestheticism; creativity and innovation; love and worship; an inherent tendency toward worship ; Perfectionism; desire for immortality; truthfulness; desire for goodness; human tendency towards absolute perfection and worship; human tendency toward absolute perfection and worship; nature and freedom; nature and authority; opposition to human humility against one's being with fitting ; The integrity of jihad and defense; nature and justice; the requirements of nature regarding the homework and social rights of individuals; The integrity of the building of the tomb and its pilgrimage; the nature of truth-seeking and realism and adherence to the right. Discussion: The essential components of social education are the reference to the universe for the subjection of science; the adherence to science; the innate nature of science to the outside world; the innate logic of thought through the compilation of the premises And deduction from it; the nature of love; the nature of the attenuation and the nature of the possibility; the subjection of nature; the nature of the hope and the rhya; the nature of the illness and the nature of the defect and the principle of the principle.