Journal of Razavi Culture

Abstract NLP is a point of view that, by creating a pattern, brings the implicit knowledge of communication to action or the same behavior. This communication model leads people to effective communication by managing the mind and providing practical techniques; because one of the goals and functions of communication in life is to influence the audience and this issue is not possible without knowing and teaching communication techniques. This research is written in a descriptive and analytical method with the aim of achieving the communication model of Imam Riḍā (as) in the field of NLP. And it tests the hypothesis that the educational method of Imam Riḍā (as) has great power as a model in the field of NLP. As a result, the correct communication model was one of the most important educational methods and concerns of Imam Riḍā (as), which by explaining its components in the form of communication with oneself, communication with others, modification of the mental image and continuity of the effect, it is possible to change the behaviors, beliefs and attitudes in the field of communication, and give interactions a divine color with peace and success, which is not only the golden key to success in personal, social and professional life, but also causes self-esteem, positive thinking, flourishing of talent and ultimately feeling satisfied with life.

Abstract The moral nurture of trainees is of the most important problem in every educational system. The aim of this research is explanation of features of curriculum’s components for moral nurture in regard to Imam Riḍā’s (as) educational method. Approach of the research is descriptive and its method is research synthesis. The research population is all articles (30 articles), which have been presented from 2008 to 2020 about the Imam Riḍā’s (as) educational method. The research sample is 19 articles, which have been chosen systematically on thematic monitoring and theoretical data saturation. The data of research have been gathered from descriptive analysis of studying documents. By analyzing the data, the feature of curriculum’s components is organized on 6 dimensions, 25 factors due to Miller’s theory. Based on results, the goals of curriculum for moral nurture must be diverse, targeted, flexible and democratic, the positive, and amendatory moral training, active methods, and, direct and indirect methods. Learner is spontaneous, interactive, independent and responsible; and teacher has professional skills, communication skills and has moral virtues and is a handsome person; Assessment of the moral nurture process is continuous and comprehensive in which is concerned self-assessment and moderation principle and the fit learning environment must have ethical and religious atmosphere.