Abstract Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.

To construct a practical training model for Islamic citizenship, from among all studies conducted in this area 42 were selected and then content analyzed. Summing up the findings are a set of ten educational principles and 18 constituents confirmed by a group of experts to be valid. Any training program needs to be socially based, liberal, and justice oriented, focused on honor, moderation, duty, and monotheism, while emphasizing thoughtfulness, progressiveness, and being therapeutic. Thus, it is suggested that these principles and their constituents be used by those involved in the task of training Islamic citizens.

Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher education, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher education. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher education is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-educational, educational ethics, research ethics, scientific-executive), background conditions (higher education policies, moral activism), intervening conditions (environmental factors), strategies (micro level-university, macro level-higher education) and consequences (individual and organizational) were elevated to a higher abstract level and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

Objective: this study seeks to design the structure of educational theory appropriate for the native culture of our society, with a focus on explaining the foundations, what and why of artistic education, with an emphasis on the views of Ibn Arabi and Mulla Sadra. Now, considering that Islamic sciences adopt their foundations from Islamic teachings, it should be seen how the Holy Qur'an (as the most reliable Islamic source) is fruitful in order to compile the foundations of the theory. In order to adopt the approach of quoting excerpts from the Qur'an, it is necessary to go to the sciences that have taken steps in order to explain the aforementioned principles. These sciences are Islamic mysticism and Islamic philosophy.  Method:The method of this research is qualitative of the theoretical type, and according to the discussion, it uses conceptual analysis, deductive, and integrative methods. Findings: the findings of the research in the dimension of what the artistic education is indicate that the Islamic theory of artistic education consists of three separate and distinct approaches, each of which has an alternative version for the education system of the country. These three approaches are as follows: according to the the first approach, artistic education is realized through the art curriculum. According to the second approach, it is realized by considering artistic education as the approach that governs all aspects of the curriculum. And according to the third approach, which includes the whole life of a person, it is realized through the path of life and artistic behavior of a person towards godliness. This approach explains the reason and the necessity of designing and explaining the Islamic artistic education, especially the principle of existence of the domain and the function of artistic education in its Islamic context and subsequently filling this gap from the point of view of the implications resulting from this function.  Conclusion: The theory of artistic education in the formal education system can be used in the curriculum in other areas. Keywords: artistic education, Islamic theory of artistic education, Ibn Arabi, Mulla Sadra,  Conclusion: The theory of artistic education in the formal education system can be used in the curriculum in other areas.