پژوهشگاه حوزه و دانشگاه روش شناسی علوم انسانی 1608-7070 3 10 1997 05 22 Is Education a Science? آیا تربیت علم است؟ 1 11 728 FA عبدالعظیم کریمی . Journal Article 1997 04 04 Man supposes that whatever he does not know of does not exist. Hence to know anything, he tries to put it into a certain order. However, the human mind can attain new modes of thought through breaking the imposed orders and moulds. In line with this, simplification of educational elements and methods are harmful, because such methods emerge between two extremes of the educator and the learner, hence a mechanical description of the controlling factors of their behaviour is unfeasible. <br />One of the basic problems in education is whether to regard it as a scientific discipline or to try to make it scientific. <br />However, in response to the question of how to acquire educational techniques and methods, and what is the criterion or the source of right education, it should be clearly stated that science can provide some means to achieve the goal. Educational principles and aims are not covered in the realm of scientific methods, so the scientists' efforts have not been fruitful. <br />Education deals with sentiments which cannot be measured systematically. It is concerned with values totally out of the range of science. To explain education in the realms of science, technology, and arts, the artistic and tempremental aspects are salient in educational methods which are not transmitable nor learnable, but they are innovated individually. <br />  . https://method.rihu.ac.ir/article_728_de8673a4eb60272105818c6b09c1a826.pdf
پژوهشگاه حوزه و دانشگاه روش شناسی علوم انسانی 1608-7070 3 10 1997 05 22 . از مقتضیات زبان فارسى در ترجمه قرآن کریم 12 24 729 FA مرتضی کریمی نیا . Journal Article 1997 04 06 . <em>هر زبانى براى انتقال مفاهیم، ساختارى ویژه خود دارد. این ساختار متناسب با فهم عرفى اهل آن زبان شکل مى گیرد و بدیهى است در برگردان هر متنى از زبان مبدأ به زبان مقصود لحاظ این ویژگیها بر مترجم ضرورت دارد. این ضرورت در باب ترجمه قرآن تأکید بیشترى پیدا مى کند. خوشبختانه پس از پیروزى انقلاب اسلامى اقبال شایانى به ترجمه فارسى قرآن کریم شد و امروز ما شاهد بیش از پانزده ترجمه قرآن هستیم که پس از انقلاب به زیور طبع آراسته شده اند. مهمتر از ترجمه ها، وجود نقدها و نکته سنجیهایى است که فرآیند ترجمه قرآن را اتقان بیشترى مى بخشند. وجه مشترک همه این نقدها، عدم توجه به مقتضیات زبان فارسى در ترجمه یک متن عربى است. مقاله حاضر درصدد بیان بخشى از این مقتضیات است و امید که با رهنمودهاى فرهختیگان و قرآن پژوهان غناى بیشترى پیدا کند.</em> https://method.rihu.ac.ir/article_729_f335d914bda53451ebfcd95abe4ee46d.pdf
پژوهشگاه حوزه و دانشگاه روش شناسی علوم انسانی 1608-7070 3 10 1997 05 22 Rashid al - Din of Meibud and his Kashf al - Asrar Exegesis. میبدى و تفسیر کشف الاسرار 25 50 730 FA گروه علوم قرآنى . گروه علوم قرآنى مؤسسه امام خمینى(ره) Journal Article 1997 04 06 Rashid al - Din of Meibud (5thc. A.H/12 th c. A.D) is one of leading Muslim ulema, though left unmentioned in the biographical works on the Vlema, gnostics, and writers of Quranic exegeses, written up to the 11 th c. A. H (18 th c. A. D.). The <em>Kashf al - Asrar Exegesis </em>is a relatively long one, written in persian mingled with the Arabic words and expressions. In some library authorities, the work is ascribed to khwajeh Abdallah Ansari. Rashid al - Din believed in the Sunnite sect, though from time to time he expresses some interest towards the ahl al - Bayt, peace be upon them. Based on his views and stands in the Exegesis, it may be conjectured that he reveals insistance on his Sunnite beliefs. In the body of the original article, some fiqhi - theological and exegetical views as well as on his Ash'arites theological remarks are elaborated on. Of his noteworthy theological views are his beliefs in the visibility of the Almighty and a sort of Physical existence (corporeity) for Him. Further, his Exegesis is reviewed, and regarded an acceptable one, though there are certain shortcomings.                                                     . https://method.rihu.ac.ir/article_730_65ad4877fa31fe7dab8012aee163676e.pdf
پژوهشگاه حوزه و دانشگاه روش شناسی علوم انسانی 1608-7070 3 10 1997 06 10 . دیدگاههاى اجتماعى ابوریحان بیرونى 51 70 731 FA حفیظ الله فولادی . Journal Article 1997 04 06 . . https://method.rihu.ac.ir/article_731_5dc076b8761bfee6da5a4bc76a39961f.pdf
پژوهشگاه حوزه و دانشگاه روش شناسی علوم انسانی 1608-7070 3 10 1997 06 10 . مـرزها 71 79 732 FA پل تیلیخ . احمدرضا جلیلی . Journal Article 1997 04 06 . . https://method.rihu.ac.ir/article_732_f517f1f3c04eeede8923cd2e308045bf.pdf
پژوهشگاه حوزه و دانشگاه روش شناسی علوم انسانی 1608-7070 3 10 1997 06 07 . تأملى بر فـقــه و جامعه شناسى 80 92 733 FA محمد غروی . Journal Article 1997 04 04 . . https://method.rihu.ac.ir/article_733_a95b03dce8adb69e9957335030dee1fa.pdf
پژوهشگاه حوزه و دانشگاه روش شناسی علوم انسانی 1608-7070 3 10 1997 06 08 . دویدن در پى آواز حقیقت 93 98 734 FA مصطفى ملکیان . Journal Article 1997 04 06 . . https://method.rihu.ac.ir/article_734_a769229a6f604e9a0fc8c4bf5cbec1c2.pdf