مطالب

From a philosophical standpoint, the fourth Islamic century (tenth-eleventh Christian centuries) stands out as the most remarkable and brilliant period among the centuries of the Islamic calendar. It exemplifies the essence of Islamic civilization, characterized by freedom, tolerance, morality, humanism, and rationality. During this period, Iran and Iraq were governed by the Sunni Abbasid Caliphate and Shiite Persian Buyid Emirate. One characteristic of this significant period, reminiscent of the Renaissance (centuries before the European Renaissance), is its cultural pluralism and religious tolerance. A notable example that epitomizes this remarkable tolerance can be found in the philosophical circles of Iran and Iraq during the tenth century. These circles brought together thinkers from diverse nations and religions. At times, the role of the master and moderator was assumed by Muslim figures like al-Sijistani (d. 1001 AD), while in other instances, Christian philosophers such as Yahya (Yuhanna/John) ibn ʿAdi (893-974 AD) took on the responsibility of moderating these intellectual gatherings. Yahya ibn ʿAdi had two groups of disciples: one comprised of Muslims, including al-Sijistani and Ibn Miskawayh, and the other consisting of Christians such as Ibn Samh, Nazif al-Rumi, and ʿIsa ibn Zurʿa. This study employs the method of intellectual historiography as applied to that age, specifically al-Tawhidi to explore the characteristics of intellectual exchange and the relationship between Muslim and Christian scholars.

Purpose: The objective of this study is to explore and identify effective strategies for implementing a comprehensive cultural-educational system at Farhangian University. Methods and Materials: This qualitative research utilized semi-structured interviews with experienced faculty and administrative staff at Farhangian University. Participants were selected based on specific criteria, including their educational background, expertise in cultural and educational roles, and extensive professional experience. The data collection involved in-depth interviews, and the analysis was conducted using thematic analysis to identify key themes and strategies essential for the implementation of the cultural-educational system. Findings: The findings revealed several key themes crucial for the successful implementation of the cultural-educational system. These included the need for clear communication of the comprehensive system plan to managers, the importance of employing experienced faculty and non-faculty members in managerial positions, and prioritizing the cultural unit with dedicated cultural experts. The study also highlighted the necessity of structured curriculum design, legal permissions for course credibility, and the creation of supportive infrastructure, including digital platforms and adequate facilities. Additionally, delegating part of the cultural programs to the provinces was found to foster creativity and innovation among students. Conclusion: The study concludes that a comprehensive cultural-educational system requires clear communication, experienced leadership, structured curriculum design, legal credibility, and supportive infrastructure. By addressing these key areas, universities can create an inclusive and effective educational environment that supports the overall development of stu

 Urban agriculture promotes sustainable development and fosters societal participation, including the rehabilitation of various groups, such as inmates. Therefore, this research aimed to analyze the effectiveness of prison-farm rehabilitation programs in Dizel Abad Prison in Iran. The research population consisted of two groups: one with 130 inmates, of whom 97 were selected and studied through systematic sampling via Cochran's formula, and the second group included 14 managers, offenders, and prison experts interviewed through a census. The data collection instrument was a researcher-developed questionnaire based on the Kirkpatrick evaluation model. The reliability of the questionnaire was confirmed using Cronbach's alpha coefficient, while its face and content validity were validated by a panel of experts. The findings at the first level of evaluation (i.e., reaction) showed that, with a confidence interval of 99%, the inmates were satisfied with participating in the urban agriculture training course. At the second level (i.e. learning), results indicated a significant increase in the inmates’ knowledge, with a statistically significant difference between their pre- and post-test scores (p<0.01). At the third level (i.e., behavior), the findings suggested that urban agriculture in prisons could lead to significant behavioral changes in inmates, with 95% confidence. At the fourth level of evaluation (i.e., results), the findings showed that although the urban agriculture training course in Dizel Abad Prison caused moderate changes in the inmates, the difference in pre-and-post-test scores was not statistically significant. Overall, the findings demonstrated that the urban agriculture training course in Dizel Abad Prison could bring about changes in inmates’ behavior, knowledge, and attitude. These findings support the potential of prison-farm programs within urban agriculture initiatives as viable methods for rehabilitation.