Postmodern

The present-day architecture of the present era represents the emergence of ethical issues arising from the ideas of the " Modern individual-oriented" and "Pos tmodern being oriented", such as the consideration of personal interes ts and the reduction of human relations. Therefore, the exis tence of such shortcomings requires the identification of an architecture that considers the individual and social morality of today's society based on transcendental values, such as Emmanuel Levinas' "attention to the other" philosophy, agains t the above ideas. The aim is to identify those architectural possibilities that, by providing the conditions for creating the moral relations considered in Levinas philosophy, resis t some of the shortcomings of the ethical issues of modern and pos tmodern schools. In this research, Levinas' thoughts with Modern and Pos tmodern schools are discursive analysis through three dimensions of humanism, human rights, and ethics, as three points of reliance and position in them. Then, in the framework of these three criteria, modern and pos tmodern thoughts are traced in between the architectural expressions and by comparing these traces of the concepts with key concepts in Levinas' thought, also by utilizing the sources of visual literacy and body theoretical foundations, identifies the architectural appearance of it. The result of the research shows that the architectural displays of Levinas' philosophy such as "impromptu", "centricity", "Attention to Family Scale" and "Kush" can be considered as possibilities other than the possibilities of modern and pos tmodern architecture, to improve some of the shortcomings in highlighting transcendental moral values.

Introduction: Citizenship education is a plural and multifaceted concept that includes various ethical dimensions. The education of citizenship ethics can be considered as the education of people in the society, in such a way that they can play a role in the formation or establishment of a balance between the authority and responsibility of governments in the society. On the other hand, postmodernism is a multipurpose movement that rejects any final solution and definite answer by denying the view of the world as an interconnected whole. The present study investigated the philosophical foundations of postmodern citizenship education and the extraction of implications of moral-social education in education. Material and Methods: The research method in this study is analytical, descriptive and inferential. Also, the current research was conducted based on library studies and to collect data according to the nature of the subject, a slip was used to study documents. Conclusion: In terms of the implications of moral-social education in terms of goals, it can be concluded that goals appear in the education process and are not pre-defined and should take into account the growth and ability of learners to adapt to rapid changes. From the point of view of the content, it was concluded that no content can increase the scientific and professional competence of the learners. Content should increase learners' problem-solving skills. Also, power is an effective factor in determining the control of relationships between students and teachers.