Journal of Razavi Culture

Abstract      The manners of the pure Imams (as) are full of fruitful lessons. The teachings of Imam Reza's (as) life can also be used to improve human life. One of them is his policy of educating human beings. The present study, with its descriptive-analytical approach, seeks to extract fundamental implications for Islamic educational policy from the Raḍavī tradition. The results of the research indicate educational implications such as orientation to the talents and tendencies of the educator in the training process, the role of situational effects on the educator training in the training process; policy-making for moral and behavioral patterns of the educator in the process of education; encouragement and threat-centeredness of the educational model; paying attention to the conversational nature of Islamic educational models; paying attention to the coordination and interaction of knowledge and practice in educational policy; recognition of audience in the process of education; the need for policy-making for the growth environment of the educator.

Abstract There are cultural issues in the era of Imam Reza (A.S.) that create review  of Islamic culture especially Shia Muslim culture. In this context, he took advantages by Enlightenment and using available fields and could solve these problems by doing extensive cultural activities and manage cultural system of the Shia community. The aim of this article is to answer this question that what cultural problems exist in the era of imam reza According to the cultural policy- making  approach and what actions did Imam Reza (A.S.) to solve them? By searching, collection and processing the information with descriptive analytical method, findings show that cultural problems during immate of imam reza include like  “shiite leadership peril”, “Ideological deviations in translation movement”, “the emergence of various religions and sects”, “the Rscientific-religious ignorance in the society”, “Rumors and lies against Ahlul Bayt (A.S.)”,”falsification and forghing the hadiths”  “government deception" He responded to these problems by a series of political actions (that his cultural policy making have shaped ) such as “explicit declaration of Shiite leadership”, “training elite students”, “scientific - religious meetings”, “scientific debates”, missionary trips”, “restoration of the prophetic hadiths”, “explaining the true traditions and cursing counterfeiters”, “cursing and excommunicating Some sects”, “developing all aspects of the spread of science”, “spread Shia”, “neutralizing the deceitful plots of government”.