The education can achieve man to a position in which man...

The education can achieve man to a position in which man truly loves virtue and goodness, enjoy the rational beauty, lives in real happiness, and become delivered from every undue grief. The hardships and misfortunes that God ordains for His bondmen according to His knowledge and wisdom, will be nothing else save beauty, therefore the interpretation of His real bondmen will be nothing else save happiness.

Such bondmen will become happy from hardships and misfortunes as much as the bounties, because these two are the same. The humans, in such a position, have a very high knowledge regarding the values, acquire a very good attitudes concerning those values, and their actions confirm their knowledge and attitudes.

Therefore, the teacher and educator’s duty is to give his students a very high knowledge about the values which will lead them to a very deep and comprehensive awareness and will cause a very firm and confirm attitudes in them so that they may really become interested in those values and believe in them. Such attitude will lead them to act according to those values and finally they become a manifestation the accepted values.

As it is seen, the teachers avoid, imposing their values upon their students, rather they formulated his behavior and teaching methods in such a manner that their students will have a very good knowledge and attitudes about the values and good actions based on their values. The text and its study not only make children aware of moral and religious truth, they also have an instrumental dimension, namely, that they could lead to moral/ religious practice (Ashraf; quoted in Ashraf & Hirst, 1994).

There are five areas where religious and in juxtaposition, and both groups of educations are in agreement: Values education is intentional; Values education is on open – ended system; Teachers are facilitators in value education; Teachers are arrangers of the learning environments; “Theory” is important (Barber, 1984).

The list of values which are thought in the religious domain in moral education includes justice, fairness, cooperation, responsibility, good decision making, and other instrumental values, faith, hope and love to God, one’s neighbor, and one’s self. Loving God by implication involves terminal values. Loving one’s self involves personal and competency values. It is not possible to teach faith, hope, and love without teaching values. One can teach “about” religion without teaching values.