criticizing and developing being- in- the- world’s implications in education on heidegger’s view

heidegger in “being and time” analysed dasein’s existential for questioning about being. in this research studied the most fundamental existential, i.e. being- in- the- world on heidegger’s view. for this purpose, first paid to being- in and worldliness, and then studied tools for accessing to the world and its implication in education. after that in order to paying to the self based on being- in- the- world, considered dasein’s and dasman’s spatiality and historicity. at the end educational model designed on heidegger’s view, criticized and studied the possibility of dialogues between religious and heidegger’s thought; and proposed minavi model in education. in this model god is creator and director of the world and historical dasein, and changes the norms of human societies in periods of time. the goal of this education is bringing up authentic dasein who believes in god, always examines its thought and behaviours to modify and improve its society. this dasein is responsible to the world’s director too.