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community, defining the aims, principles, methods and contents of social education and training affecting Islamic thought organize the main purposes of this study. The method of this research as its purpose is decisive and based on its social science nature is descriptive. With the purpose to define attribute of social education and training affected Islamic theology, two viewpoints are compared: Islamic Realistic philosophy and its Etebariat theory versus some theories about participation in urbanism and urban planning which have been based on social education and training. Finally, the results of study represent that based on Islamic realistic philosophy, the paradigm is educating and training from society and for society are the main purpose. The conclusion shows that educating to society has no expected results. The values of this society have been specified based on anthropology. There are hierarchical aims based on Islamic philosophy and in accordance with these goals, the characteristics of education to the community have been explained. In general, despite the differences in the titles used to explain the theoretical and philosophical foundations of each of the two views there are similarities in the general orientation of explaining the role of education and training to the community to strengthen social responsibility and participation in both perspectives. As a conclusion, it should be said that conscious participation requires education, which should be explained in the context of the Islamic worldview and the principles of education in Islam.

Investigating the Philosophical Origin of Community Education in the Citizen Participation Process from the Perspective of Islamic Realism