درخت حوزه‌های تخصصی

“Individualization” (Tafarrud), a fundamental principle of education, means that a person, despite similarities with his fellows, has psychological characteristics and unique abilities that distinguish him from others. It is important to pay attention to this principle in identifying the talents and abilities of people and their proper direction for correct education. This article investigates the role of the principle of "individualization" in education from the perspective of the Qur’an and Hadith and examines its position in education based on a descriptive-analytical method. Findings show that the differences between people are divided into two categories, individual and group differences, and for individual differences, there are two concepts of inter-individual and intra-individual differences. People have inter-individual differences in terms of faith, knowledge, talents and abilities, emotions, and feelings. In addition, in terms of differences in abilities and talents in a person, they have intra-individual differences. Also, there are social differences in terms of social position, gender, geographical location, etc., so that paying attention to these differences is effective in the formation of correct education. Therefore, in educational matters, in order to achieve educational goals, attention should be paid to individual and social differences.

Exegetical theories of human knowledge include human understanding of the divine word. No textual theory is formed in a vacuum. The prominent events and currents in the society, both political and cultural, create discourses in the society. Social events such as Marxism, liberalism, nationalism and other schools, the formation of international institutions and human rights, the occurrence of religious reformism, the fight against colonialism in Islamic countries, etc. during the last century created discourses in the society that caused changes in scientific attitudes and human and Islamic sciences, and then, the interpretation of the Qur'an. Compared to the traditional interpretation of the past fourteen centuries, these discourses placed in the form of a re-thinking or new-thinking interpretation. According to the claim of the immortality of the Qur'an, this validity is responsible for its relevance to the times. The interpretation and reading of the Qur'an is responsible for this update. Therefore, this article tries to refer to the effective discourses in recent centuries with the help of social issues and analytical approach and to measure the reflection of these discourses and the new and innovative opinions of commentators and researchers in the form of concrete examples of the impact of these discourses. The selected discourses are the discourse of religious reformation and return to the Qur'an, the discourse of new schools and isms, and the discourse of experimental sciences. However, there are definitely other effective discourses that cannot be discussed in this article. The purpose of this research is to gain self-awareness in discourse-oriented interpretations and attempt to conceptualize discourses. It is an attempt to provide a framework for some of the effective factors in interpretive innovation.

Among ethical-centered religions, the two popular faiths of Islam and Christianity focus on important ethical propositions to nurture and morally educate the adherents of their respective religions. In this context, a significant ethical teaching such as forbearance plays a crucial role in impacting the personal lives of the believers of both religions as well as their social relationships. The present study, which is developed through exploring and extracting all relevant keywords and propositions related to the teaching of forbearance from the esteemed texts of Islam and Christianity, namely the Holy Quran, the impeccable Imams narrations (Thaqalayn), and the Bible, aims to extract, categorize, and ultimately evaluate a precise representation of the conceptualization, significance and value, types, effective factors, effects, and appropriate and inappropriate etiquettes related to the teaching of forbearance based on the information included in these texts. The most significant conclusion is that multiple quantitative and qualitative similarities and differences can be derived from examining this teaching in the reputable texts of Christianity and Islam. 

SUBJECT & OBJECTIVES: This study discusses some main approaches in philosophical counseling and explains Ali Ṣafāei Ḥāeri’s approach based on his works. METHOD & FINDING: This fundamental and qualitative study adopted a theoretical descriptive-analytical method. Ali Ṣafāei Ḥāeri’s approach can be called a truth-oriented self-transformation approach based on logical and refined thinking. The difference between his approach and others is that he draws a coherent thought system in which each sub-approach has a specific place. Moreover, he does not consider human life confined to short-term material life.CONCLUSION: In his approach, thinking should be freed from deviations, and human knowledge should start from immediate perceptions by raising fundamental questions. In the right raw materials, deliberation is done, the power of thought makes conclusions, and the results are compared with the power of reasoning and emulation. The power of perfectionism determines the best goals and the best way to reach them while man chooses with his own free will. Using these cognitions, man reaches the correct worldview and understanding based on the truth about human beings, existence, creator, purpose, and role of humans. These bits of knowledge are developed through reminders and exercises, and the philosophical advisor plays his role in all these stages.