Four important ways of religious education in the field of beliefs are inferred in this article through the nature of religion in the Holy Quran. We have examined two categories of “nature of religion” and “methods of religious education” for this purpose. All verses including the root of “د ـ ی ـ ن” (religion) have been investigated in order to properly understand the nature of religion in the Holy Quran. Then, we have benefited from the inference method to find the ways of religious education in the Holy Quran. In the inferential method, we have reached the “conclusion”, which is the method of religious education by using two premises, “normative” and “realistic”. The solutions of the Holy Quran to achieve the methods of religious education are explained in the following. For example, using the Scriptures directly to know the right actions is one of the solutions of the Holy Quran to reach the way of believing in the punishment of deeds. The achievement of religious education methods through discovering the nature of religion and explaining the purpose of education on the one hand and using the inferential method as a research method on the other hand is one of the innovations of this research. The achievements of this paper can be used to provide an educational theoretical model for formal and public education system.

In this paper, concepts, and elements and the historical roots of religious education as a training setting grounds for appearance or emergence of Imam Mahdi and its fruits and benefits are compared with the teaching of secular education for a better understanding of the assessed challenges and damages. Since in the Islamic Republic, teachings of secular education do not fit, there are not so well known. This paper's main goal is addressing a comparison of secular education with religious education which is deeply rooted in Iran's history. The main pillars of this research work rests on theoretical and comparative study of the contents, and surveying and concluding the issues. In this study, the findings show that, issues such as secularism and its education called secular education are rooted in the culture of the West. Secular education focuses primarily on training and development of the curriculum, and does not include teaching religious education. Conversely, religious education has deeper roots in Islamic countries, especially Iran. Addressing the conflict between science and religion, and comparisons between the components and the results of these two types of training are the main targets of this paper.

Encyclopedia of new religious movements edited by Peter B. Clarke provides a truly engaging and authentic view of the emerging religious movements on a background of the universe. This encyclopedia, containing 428 articles from leading academics, studies the remarkable examples of religious movements emerging in each continent. Clarke as an editor has written a higher income as "New Religions as a global phenomenon", a "Resource guide of NRM" and a useful article entitled "Typology of new religions" in this encyclopedia. This encyclopedia is a leading, research, updating, important, and valuable reference for academic libraries. However, the encyclopedia suffers from some disadvantages, among which we can refer to apparent contradictions in Index, the incidence of historical errors, print, etc., in its context and putting NRM identified with the Cults, sects, and counter-culture groups

Most theories of religious science in Iran, not only try to realize the practical compatibility of science and religion, but also seek to apply religious theses in (natural and social) sciences and their education. The purpose of this paper is to analyze the "application of religious science in (natural) science education", which is under the broader problem called the "realizability of religious science theories". in order to analyze and study the problem in more detail, three theses (suggestions) are proposed at the beginning: First, the religious science education is a nonsense ideal and impossible. Second, instead of Religious Science education we must talk of religious education of science. Third, religious education of science is itself a paradox. these theses analytically have examined based on religious science theories, as well as goals, structure and nature of science education approaches. This study shows that religious science education in the current situation and due to the lack of a religious model for science, although not in principle meaningless and impossible, but an ideal (not in the sense of unattainable). Instead, religious education of science is possible and realizable. However according to the standard goals of current science education, biased and dogmatic approach to religion leads to paradoxical "religious education of science" construct. Thus, the problem of "application of religious science theories in science education", not only tied to several other problems, but also it can be reduced to them, And the more accurate answer to the problem is rely on the solutions to those associated problems.

Determining the scope of human agents’ role in religious education has a major role in achieving the defined objectives of religious education. The religious elite are among the most important human agents that contribute to religious education. The educational, psychological and sociological studies on the elite and the analysis of relevant religious texts about the duties of religious scholars, regardless of the fact of the results confirming each other, determine the elite's role in religious education. At the first sight, one may think that the role of the religious elite in religious education falls in the province of knowledge but it extends to the behavioral, attitudinal and epistemological provinces. Due to their social function as good examples, the elite have an influential role throughout the practical process of religious education, and because of their prominent position among the other factors of religious education they have a leading role in religious education.

In the present-day world, many religious values are revived under the rubric of modernization. Hence, there may be some deviations in the original mission of such texts. It necessitates taking some measures and precautions against the probable and misleading threats and hazards.

The purpose of this study is to delineate the three seemingly overlapping concepts of moral education, spiritual education, and religious education. Adopting a descriptive-analytical approach, it was attempted, first, to draw some boundaries between the three concepts. The following two pivotal questions are raised in the present study: first, is spiritual education a subset of religious education or vice versa. and what about moral education. In other words, how can the domain of the triple concepts be specified? Secondly if religious education encompasses spiritual education, then how comes that some secular individuals do actions which seem impossible without resorting to some sort of metaphysical power? While acknowledging the close interrelationships of the three concepts, we conclude that the ultimate goal of moral education is spiritual education and the ultimate goal of spiritual education is religious education. Moreover, there are two types of spirituality; non-religious spirituality and religious spirituality. The former empowers the soul within certain limits while there seems no limits to the power of religious spirituality.

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.