در این مقاله تربیت نظامیان در اندیشه افلاطون و امام خمینی8 با روش توصیفی-تحلیلی و مقایسه ای بررسی شده است و هدف آن افزایش قدرت توصیف و تبیین نخبگان فکری - نظامی در موضوع جایگاه نظامیان در شکل­گیری مدنیّت و تمدن­سازی است. طی این مقاله گزاره­های افلاطون و امام خمینی8 در ابعاد مختلفِ موضوعِ تربیت نظامیان از متون آنان استنتاج شده است و سپس مورد تحلیل قرار گرفته و در نهایت وجوه تشابه و تفاوت دیدگاه­های دو متفکر در آن ابعاد تبیین شده است. نتیجة نهایی این مقایسه مبنی بر این است که نظام فلسفی افلاطون و برنامه تربیتی او در آرمان­شهر که با هدف تبیین عدالت و چگونگی استقرار آن صورت­بندی می­شود، اهمیّت اقشار نظامی را در زمینه شکل­گیری مدنیّت و حرکت به­سوی تمدن­سازی نشان می­دهد و در ردّ دیدگاه­هایی که اهمیت دادن به نظامیان را مقدمه فروپاشی مدنیّت می­دانند، پشتوانه استدلالی ارزشمندی ایجاد می­کند. در مقابل دیدگاه امام خمینی8 بیانگر این است که تفکر اسلامی قوّه و قوای نظامی را در چارچوب تربیتی شریعت، اخلاق و عقلانیّت تعریف کرده و این چارچوب اجازه نمی­دهد که حقوق و حوزه فردی و خصوصی نظامیان مورد تعدّی قرار گیرد؛ آنان را نیز از تعدّی به حقوق و حوزه خصوصی دیگران باز می­دارد و قوه و قوای نظامی را در خدمت حفظ نظام سیاسی، مدنیّت و تمدن­سازی تعریف می­کند.

In the religious thought, the end of history is the era of justice and the rule of the poor. This global evolution brings about by Imam Mahdi and his sincere companions. In the Hadiths of Islam, the Fellowship of Mahdi is mentioned with special features that if those features are not found in enough people and God does not will, the movement will not start. Except for the Imam who is a sinless person who holds special divine attention, the companions rise from the ordinary people. This paper is about obstacles that exist for training those comrades behind a particular definition of Islamic education and its elements. These obstacles to such education will be discussed in the field of human thought, speech and behavior. According to the Islamic verses and traditions, disbelief in God and idolatry are mentioned as the two major obstacles in the realm of ideas and relationship with God. Not recognizing the legal position of Imam Mahdi, the savior, is also a major fault in relation with Imam, and in connection with self, a lack of religious insight is mentioned as an important obstacle for ground setting education.Among the numerous obstacles in the area of speech, ten obstacles are mentioned and in the scope of behavior, the compliance of Nafs, an inner self who is inviting to sin; self-attachment to the worldly affairs, lack of Islamic vision, weakness in accepting Velayat, etc... are among the barriers of a ground setting education.

One of the educational sex dimensions of the Fundamental Transformation Document of education is the bodybuilding and physical educational dimension, and one of the categories covered in this dimension is attention to sexual education. Sexual education is one of the challenging areas of education in various societies and this has led to the creation of many social problems and behavioral deviations among the younger generation. The present study aims to study the barriers of sexual education curriculum in high schools with a phenomenological approach. The data were collected using a semi-structured interview technique with Nineteen people included parents, teachers and principals in Tehran 6th district, with a purposeful sampling method and were analyzed based on the colazzi، s strategy. The results of this research identified the barriers to the sexual education curriculum at the high school in three Emergent Theme and nine Theme Clusters including family factors such as parental resistance and reluctance vs children sexual education, communication skills weakness between adolescents and parents, and the kind of viewing of adolescent sexuality from the viewpoint of adults, also organizational factors such as, dramatic shortage of sexual education specialist teachers in education, restriction and challenges of educational resources in the field of sexual education, support and policy weakness of sexual education in context of Islamic education and challenge of desire interaction between home – school. and finally Sociocultural factors such as social sensitivity, personal and unbiased perceptions of religious foundations.

The God has been claimed as the goal of the universe trend in verses of Holy Quran like: “ Indeed your lord is retaining. ” (Alaq-8) and “ Surely to Allah all things return. ” (Shawra-53). And obviously, a movement without any Goal, Knowledge and Recognition, will never guide human to final destination. Thus, the evolutionary Movement of human, through monotheistic pedagogy system, has to be wisely and thinkfully for the human to achieve some levels of the good life, promised in holy Quran. Surely this movement has its own especial interpretation and analysis, generated from divine worldview that defers from epistemological fundaments of secular pedagogy such as experimental positivism, revelation-free Darwinism and humanism. Present paper studied the most critical epistemological fundaments of monotheistic pedagogy (consisting possibility, resources and restraints), through a descriptive analysis procedure, based on Holy Quran verses. According to result of this study, since human has unlimited epistemic and scientific capabilities from Holy Quran point of view, thus, possibility of attaining knowledge is certain for him. Unlike western Philosophy schools, Quran has recognized various tools and resources such as senses, wisdom, intuition, revelation and inspiration for the human to attain various types of knowledge. Within the pedagogical system of this Holy book, beside the determination of knowledge restraints, establishment of a monotheistic pedagogy comprehensive system and escort of human towards a good life is depended the on consideration of all epistemological tools, regarding to their levels. The most crucial result of this discussion is certain science attainment, and deep knowledge, considering its major role in realization of right knowledge. KeywordsEpistemological

The purpose of this study is to investigate the barriers to the realization of critical thinking in the field of education.In terms of the goal it pursued, this research was conducted using the grounded theory method. The studied population was all the teachers, experts and experts of the elementary level of Marivan city located in Kurdistan province. A total of 27 people were selected as a sample from the target population. The sampling method was based on theoretical saturation and they were selected with this criterion of having rich knowledge and information about the research problem. In order to collect research data, a semi-structured interview was conducted from sample people. The interviews were first recorded and then implemented. 19 central codes or sub-categories were identified from the multitude of concepts obtained. The sub-categories were coded in 3 main categories: cultural-religious, manpower and systemic-managerial context. Barriers to critical thinking in the cultural-religious field were identified in 4 categories. In the field of manpower, the barriers to critical thinking were 7 categories. In the system-management field, the obstacles in 8 categories were identified. The results indicated that the existence of a centralist approach in education and the lack of job security in the educational system in case of critical thinking, as well as the lack of attention to people with critical thinking skills, are serious obstacles to the realization of critical thinking in education area.

The main goal of this research is to explain the main dimensions of Habermas' communicative rationality and to analyze and investigate the obstacles to rational education based on this theory. The main issue is what are the obstacles to rational education based on the theory of communicative action. This problem is solved with four questions in the form of identifying a (barriers existing at the level of application b) barriers existing at the level of "type of action", c. barriers existing at the level of functions related to communication rationality, and d. barriers existing at the basic level or lifeworld 1- Obstacles arising from the lifeworld; 2- Obstacles regarding the relationship between the lifeworld and the system have been raised. The analytical descriptive method is used to answer the questions. In this regard, firstly, data collection and sampling from reliable sources have been done, and then qualitative data analysis has been done to achieve the research objectives. The findings showed that the existing obstacles in the development and establishment of rational education based on Habermas's point of view can be categorized into the four levels of beliefs, behaviors, actions, and values. In this way, extreme emphasis on the relativity of knowledge and truth, emphasis on the reproduction of behaviors that distort communication rationality, and the spread of anti-understanding actions are the most important obstacles. These obstacles also become stronger due to the lack of conversational skills, the lack of common ground in communication-based on intersubjective relationships, and the application of domineering beliefs. Also, efforts to establish equal relations and emphasis on justification and truthfulness of information, avoiding colonization of people's communication world, and emphasis on the free sharing of beliefs and feelings are among the factors that moderate the mentioned obstacles.Keywords: communicative action, rational education, educational obstacles, Lifeworld, communicative rationality Synopsis Rational Pedagogy which does not cause social growth, cannot be held accountable for the needs of current societies. That's why, today, it seems, we need a model of rational pedagogy, more than ever, that holds accountable the needs of current societies and Respect human life in general.what weakens this importance, there are obstacles in the way of rational Pedagogy in this article our goal is to address these obstacles. On the other hand Before facing the obstacles we should clarify and explain rationality and its strong connection with a type of action that Habermas calls "communicative action".Habermas' perception of action tends to be social action. Habermas In the explanation of social action, claims that social action can be divided into two general parts: A- Action desired success. B- Action Based on understanding ("communicative action"). Action desired success has two parts: 1-Instrumental action. 2-Strategic action. So we deal with three actions: Instrumental action. Strategic action and communicative action. At least we can consider four general areas for The concept of rationality that these domains emerge as a determining framework:The domain of beliefs: here Rationality, describes beliefs. for instance, we claim that Such a belief is not reasonable or is false.The domain of behavior and actions: unlike before, here The center of attention, is tend to behavior. for example, in everyday life, We have always faced unreasonable and irrational behavior. And in this sense, we have an initial and intuitive idea of ​​reasonable behavior in mind.The domain of actions: here we must make made distinction between action and behavior. action is Based on intention and meaningful activity. (Edgar, 2006).The domain of values: here the center of attention, is tend to values. ConclusionIn this article try to Barriers rational pedagogy should be investigated at different levels. among the issues, it was argued that the most fundamental level in the discussion of rational pedagogy is the bio world. the reason for this issue is based on the fact that the bio world provides a reconstructive and foundational role for all individual and interpersonal abilities; because the foundation of rational pedagogy is based on communicative rationality and Communicative rationality, in turn, benefits from communicative action and finally Communication action is also possible through the bio world. That’s why this article emphasized that any intervention and disturbance in the bio world will directly affect human relationships, including pedagogy and rational pedagogy. of course, This does not mean that we ignore the importance of other levels or other components of communicative action, such as the ideal state of speech, public domain, criticism, etc. but the main point is considering that the bio world is the basis of healthy and constructive communication between people with each other, and In the field of rational pedagogy to establish relationships based on rationality communication, is a fundamental component. moreover, to axis placement of the bio world to realize rational pedagogy and reduce existing obstacles, It is necessary with a unified and holistic view to examine all the obstacles side by side and in parallel To facilitate the achievement of the desired goal (Development of thought and thinking) through this passage.Concrete examples that have come from the pedagogy space in the text reflect the conditions that prevent the colonization of children's bio world and, as a result, disrupt the development of communication rationality.Also, research findings have shown that Extreme emphasis on the relativity of knowledge and truth, Emphasis on the reproduction of behaviors that destroy communication rationality, and The spread of anti-mutual understanding and anti-rational are the most important obstacles to applying rational pedagogy. These obstacles are also due to the lack of conversation skills, the Lack of common ground in communication based on intersubjective relationships, and the use of Domineering beliefs to become more intense and stronger. Also, efforts to establish equal relations and emphasis on justification and truthfulness of information, Avoiding the colonization of people's communication bio world, and Emphasizing the free sharing of beliefs and feelings are among the factors that moderate the mentioned obstacles.

Introduction: Theorizing is one of the key scientific foundations and most scientists and countries are at the same levels of science that are highly advanced. That is why the upstream documents related to science, technology and innovation in Iran have also paid particular attention to this issue. However, it seems that this phenomenon has not yet made significant progress in Iran. The purpose of this study is to explore the main obstacles to the growth of theoretical capacity in the country. Methodology: The worldview of this research is defined in the philosophy of interpretiveism with a mixture of the pragmatism. A methodology for answering selected research questions is ethnography with a mixture of the grounded theory. Interviewed with 12 experts from Tarbiat Modares University, interviews data were coded and analyzed in Maxqda. Findings: There are many obstacles that can prevent leading to theorizing. In a general view, these barriers can be categorized into two broad categories of general non-organizational barriers and organizational barriers. Since the focus of this study is on organizational barriers, these barriers can be organized into seven general categories, including the lack of institutional linkages, organizational resource constraints, incorrect evaluation systems, poor academic communications, inadequate university education, students' poor academic quality and the inertia of scholars. . Conclusion: Theorizing is one of the key scientific phenomena that must be pursued with seriousness in the scientific field of Iran and the first step towards realizing this phenomenon is identifying obstacles that slow it down. The present study is conducted with a qualitative approach, which provides a deep overview of the theoretical barriers and introduces a new categorization that makes decision making and policy making possible in this field.

The aim of this study was to identify the barriers to sports marketing in the AJA Physical Education Organization and to provide solutions to overcome these barriers and develop revenue. To this end, a qualitative research method with a phenomenological approach was used. Subsequently, in-depth, open-ended, and semi-structured qualitative interviews were conducted with ten experienced, knowledgeable, and specialized managers of the armed forces. For data analysis, open and axial coding, as well as hierarchical analysis methods, were employed. The results of the data analysis indicated that the most significant barriers to sports marketing in the AJA Physical Education Organization include legal and regulatory barriers, environmental barriers, security barriers, and managerial and organizational barriers. Finally, appropriate strategies derived from the research were presented to overcome the barriers and enhance revenue in the AJA Physical Education Organization. Consequently, it is necessary to simultaneously address the identified barriers and strive to implement the proposed solutions to develop the organization's revenues.