مطالب

SUBJECT AND OBJECTIVES : Education has a special place in the perspective of Islam and the school of Confucius. Although there are some differences in various areas in both schools, in terms of goals and motivations of education, the numbers of the audience and the methods of creating motivation, the two schools are significantly similar. It is through the comparison of the education in both schools that the reader will be enlighten to judge about the importance of education and acquire the deeper and reliable knowledge about both schools from the perspective of educational system. METHOD AND FINDING : The author first elaborates the different understandings and goals of the term education in both educational systems, then he begins the article with exploring the ways in which these two schools treat the educated audience, in order to provide readers with a deeper understanding of the differences in their educational ideas and goals; Finally, it elaborates the status of morality in the implementation of education. At the end, the following outcomes should be noted. Both schools of thought believe that not any science is not suitable for teaching. While Islam emphasizes that education is obligatory for every man and woman，the Confucian school, which according to history promotes the theory of “education without discrimination” believes that the content and method of education cannot be the same for everyone; but education should be designed based on the talent and interest of learners. CONCLUSION : Islam and the school of Confucius consider the study of thoughtless sciences to be worthless and harmful. They see asking questions as the key factor to awareness. However, addressing issues related to education in Islam and the Confucian school will lead to a better understanding of the various dimensions of education and consequently mutual understanding of Islamic civilization and Chinese educational culture.

This study is a structural equation modeling study. It has investigated the effect of literary tourism during the Covid-19 virus pandemic on tourists' behavioral goals through the attitude of mental norms. The present study is a one-section survey. The statistical population of this study includes all tourists who visited the cultural and spiritual sites of Shiraz, like Hafez and Saadi tombs. Literary tourism is a concept that praises the culture and heritage of a destination. The concept is to go to locations worldwide highlighted in some non/fictional novels. They can fascinate new tourists, increase the number of domestic travelers, and promote tourism destinations. Because the sample size is unknown through Cochran's formula with a 95% confidence level, 384 people were selected by the available sampling method. They answered the questionnaire about the effect of literary tourism during the Covid-19 virus pandemic on tourists' behavioral goals. The collected data were analyzed by using Amos software and SPSS. Confirmatory factor analysis, the reliability and validity of the contract measurement model, Cronbach's alpha results (above 0.7), and composite reliability (greater than 0.7) for the reliability and mean of the extracted variance (greater than 0.5) were confirmed. The structural equation model was used to test research hypotheses and the relationships between research variables (spiritual factors, behavioral purpose). The results showed that spiritual variables, in general, have a positive effect on the behavioral goal of tourists through the attitude of tourists' mental norms. This attitude was also recognized as a significant mediator between spiritual perception and behavioral goals. The findings of this study indicate that literary tourism has a positive, significant effect on increasing re-visit tourism destinations through attitude, mental norms, and perceived behavioral control.

Rational discussion guides, but does not compel individual decisions, and the best process of inquiry and decision should vary with a person’s goals and situation. Sir Karl Popper noted that after a result of observation or experiment has been obtained by independent researchers, scientists agree to reject as false theories that are contradicted by accepted facts. Popper, though, wrongly assumed this consensus also applies to acceptance for purposes of research. In reality researchers develop competing theories about which evidence is currently in conflict, and sometimes even refuting the theories in their current form. Further, Popper asserted that only negative arguments should be used in rational inquiry. In reality, productive inquiry involves also positive arguments, even in science. Positive considerations such as which basic theories are justified by the researcher’s preferred metaphysics, or what theories in applied science are justified by existing accepted basic theories, are also used productively