List of Articles Schools

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - The Social Functions of Islamic unity (Vahdat) in the Thought of Imam Khomeini (RA) According to Political Unity
  Seyyed Abolhasan Navvab  
  Imam Khomeini (RA) is a luminary person in the Islamic world who has been very affective in the Islamic world in the contemporary century that try to increasing the conditional life of Moslems for the betterment of Islamic society. Islamic unity (Vahdat) is a specific a More

  Imam Khomeini (RA) is a luminary person in the Islamic world who has been very affective in the Islamic world in the contemporary century that try to increasing the conditional life of Moslems for the betterment of Islamic society. Islamic unity (Vahdat) is a specific and important viewpoint of Imam Khomeini (RA) before Islamic revolution and especially after it. There are two approaches for Islamic unity that are described by Muslim thinkers. One of them is proximity of Islamic schools (Taghrib) and other is political unity. So, in this article the theory of Imam Khomeini is analysed to show the approache of Imam Khomeini about Islamic unity (Vahdat) by descriptive analytical method according to all of speech, letters, messages of Imam Khomeini. In fact, first of all, the Social Functions of Islamic unity (Vahdat) in the Thought of Imam Khomeini (RA) is determined, after that this article is shown how those functions prove that the Imam Khomeini's theory of of Islamic unity is closer to political Islamic unity than the proximity of Islamic schools Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - The Impact of Intellectual Schools on Sheikh Ahmad Ahsāei: A Review
   
  Sheikh Ahmad Ahsaei could be considered as one of the prolific authors who had a special school of thought. Many debates on his beliefs and ideas is still on desk and some are extremist and others deal with him leniency. Sheikh Ahmad's eminent characteristics is his div More

  Sheikh Ahmad Ahsaei could be considered as one of the prolific authors who had a special school of thought. Many debates on his beliefs and ideas is still on desk and some are extremist and others deal with him leniency. Sheikh Ahmad's eminent characteristics is his diversity and variety of works. The main objection of his contemporary scholars to him was the contradiction of his thoughts to the Kitāb and Sunna and the religious incontrovertible belief, which returns to his methodology of study. Although Sheikh Ahmad introduced Qur'an and Hadith as the criteria of evaluation of Islamic belief and even his own ideas, he did not refuse to exert philosophical and mystical phrase and in many cases tried to reconcile the Qur'anic thoughts with them. In fact, he interpreted the religious facts with the human sciences such as astronomy and philosophical naturalism. He unintentionally was impressed by various human science and explained the Divine beliefs by them, which in turn was condemned by himself. It could be traced the influence of Suhriwardī's Ishrāq philosophy, Mānī beliefs, Isma'ilite esotericism, and Tasawwuf (Islamic mysticism) in his works. Also, abnormalities and ambiguities of his thoughts, cause in deviation of Bābism Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - The Role of Shiite Schools in the Safavid Era in the Development of Islamic Culture and Civilization (Emphasizing on the two schools of Khan Shiraz and the Chahar Bagh of Isfahan)
  Aboutaleb Ahmadi Moghaddam mahdi goljan ramin yalfani
  20.1001.1.98991735.1400.11.41.1.4
  According to written sources, teaching and education in Islam was practiced in mosques and schools until the 900 A.D. gradually, from the late of 800 and early of 900 A.D, scholars began to establish Dar al-Alum and schools. From the 1000 A.D, there was a major change i More

  According to written sources, teaching and education in Islam was practiced in mosques and schools until the 900 A.D. gradually, from the late of 800 and early of 900 A.D, scholars began to establish Dar al-Alum and schools. From the 1000 A.D, there was a major change in the educational method in Iran and in the sovereign territories, and numerous schools were established throughout the country. This process continued during the two Ilk Hani and Teymuri periods and finally culminated in the Safavid era. The Safavid era has been introduced as a classic era in the history of Islamic Iranian schools. During this period, two important factors: the formation of a centralized Iranian state and the formal conversion of the Shiite religion paved the way for the creation of a new and dynamic educational system in a new format. The result was an increase in schools and scientific and educational facilities. This research is based on library and field research and in a descriptive-analytical and historical way, it seeks to study the impact of Safavid era schools, especially the two schools of Khan Shiraz and Chahar Bagh of Isfahan on cultural development in Iran and the Islamic world. Studies show that the schools of the Safavid era, especially the two schools of Khan Shiraz and the four gardens of Isfahan, play an important role in promoting the education and training of the Iranian youth and their special importance and presence in them. Finally, Iranian-Islamic culture has flourished. Accordingly, in the Safavid era, these schools and educational systems have contributed to the identification of the Safavid society, and the increasing expansion of educational systems in the context of the Shiite community has led to changes in social behavior and ultimately to the gradual growth and development of culture and civilization. The Islamic community of that era is gone. Manuscript profile