Admiration is a social emotion that is developmentally formative in emerging adulthood; admired adults act as mentors, role models and sources of inspiration to this age group (Arnett, 2014)

No abstract

The current study was conducted in order to compare the Early Maladaptive Schemata (EMS) in homosexual and bisexual people and compare them with the heterosexual group. The 150 study participants consisting of 62 homosexual and 13 bisexual people (mean age = 25.50, SD = 5.09), were selected from several cities in Iran. The 75 heterosexuals were selected from the general population and matched with the study group based on age, sex, and educational level. Each person completed a Young Schema Questionnaire (short form) and a demographic data sheet. In addition, the groups of sexual minorities also completed the researcher constructed Questionnaire. The results show that homosexual group scores in some schemata such as mistrust/abuse, defectiveness/shame, social isolation, emotional inhibition and sacrifice, were significantly higher than the heterosexual group. The results also show that the entitlement schema score was significantly higher in both the homosexuals and bisexuals. Different developmental procedures and negative social attitudes toward sexual minorities could explain the higher scores of some schemata in this group. This study may have also useful clinical implications for mental health professionals working with sexual minorities.

Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education can be equated with indoctrination. We suggest an Islamic concept of education that includes three basic elements: knowledge, choice, and action. Then, we show that, according to the Islamic texts, these elements have a background of wisdom.

Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education can be equated with indoctrination. We suggest an Islamic concept of education that includes three basic elements: knowledge, choice, and action. Then, we show that, according to the Islamic texts, these elements have a background of wisdom.