نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال سوم شماره 9 (زمستان 1397)

This study aimed to present a theoretical model of educational justice for the formal and general education system based on the epistemological principles of Farabi justice. The research method is qualitative content analysis and deduction (practical analogy). That is, based on Frankna's deductive model, some principles have been derived from the combination of goals and preliminary foundations that can lead to the adoption of educational methods. The population of analysis was the books, commentaries and articles about Farabi's philosophy. These data were sampled purposively on the basis of research categories and were studied in depth. The purposively obtained data were continuously analyzed in parallel to data accumulation. The findings suggest that based on Farabi's epistemological foundations, justice is a natural thing in the pursuit of happiness, derived from wisdom, in favor of  reason, and is a function of general interest. Knowledge sources include sense, reason, and intuition. Types of knowledge include innate knowledge, intuition, rational knowledge, and so on. The areas of truth are knowledge of justice, adulthood and merit. Therefore, in view of the above epistemological foundations, the theoretical model of educational justice can be derived in terms of goals, principles and methods of education. Some of the ultimate and intermediate goals of this pattern are to reach the community of justice, general prosperity, virtue, and measuring people in terms of justice, rather than vice versa. Some of the principles of this pattern are: Attention to individual talents and competencies, balance of powers and avoiding extremes, rationality, informing, affection, and lack of personal and subjective look to justice. Some of the methods of this model are: method of equal distribution of facilities and resources, method of fostering talents, method of fair establishment of foundations, method of fair sympathy, and method of legitimacy in the implementation of justice. All the goals and inferred principles and methods take into account the challenges that exist in the formal education system.

The purpose of this study was to make a comparative analysis between Curriculum Guideline for Religion and Life Textbooks of the Upper Secondary Education (CGRLT2), and elements of Islamic-Iranian lifestyle. The researchers used descriptive-analytic approaches of qualitative content analysis method. The research community includes CGRLT2 whose approaches, principles, objectives and concepts were studied and compared with the components of Islamic-Iranian lifestyle. The findings suggest that CGRLT2 mostly focuses on Islamic attitudes and values, but neglects the objective and practical dimensions of Islamic-Iranian lifestyle. In addition, CGRLT2 has the fit with the paradigmatic and cultural characteristics of the Islamic-Iranian lifestyle, and has the least fit with characteristics such as adaptability, process-ability, stage-ability, and financial and economic functions

The purpose of this study was to evaluate the first level of Kashan Seminary educational system based on the CIPP model. The statistical population was comprised of four groups: officials(25), professors(32), students (650) and graduates of the last two years(189). The sampling of two groups (the officials and professors) was done through census sampling, and the sampling of the other two groups (the students and graduates) was carried out according to Morgan's Table, so that each group had respectively 242 and 123 members. In order to collect data, four researcher-made questionnaires were used. In evaluating the context factor, "quantity of the students' interest for joining the seminary", "cultural conditions", and "the objectives" were investigated. The results showed that "the objectives" are relatively favorable, and other criteria are favorable. The variables in the assessment of inputs were "students", "content", "educational facilities and settings", "time" and "professor".  "Master" criterion was unfavorable;   "students" and "time" criteria were favorable; and other criteria were relatively favorable. The criteria used for evaluating the process factor were: "teaching methods" and "educational outcomes" that were relatively favorable. "Students' learning rate" and "behavioral and practical outcomes" were criteria that were used to evaluate output factor; these criteria were relatively favorable.

Preparing students to be socialized and establish favorable social communications is one of the most important tasks of the education, and dialogue is one of the most important factors in the formation and continuation of social communications. The purpose of this research is to explain the concept of speech discipline in Holy Quran and to extract its implications in speech training of learners. The method of research is analytical. The research community contains all verses of Holy Quran and the statistical sample includes the main indicative Quranic speech-relevant verses. The authors of this research studied various Quranic exegesis and contemplated on the verses. Firstly, all the speech-relevant statements and then all the speech-relevant verses were purposefully extracted. The content of the verses and their thematic classification was  simultaneously and continuously analized to find out their focus point and orientation, and the result of this analysis was explained. Then, the concept of speech discipline in Holy Quran has been investigated in terms of four main categories (basics, preconditions, requirements, and barriers) within the framework of conceptual network and its implications in speech training of learners.

The Present Study aimed to investigate the factors affecting religious education of Kashan University students. The research method is survey. The statistical population of the study was 300 Kashan University students who were selected in 2016-2017 academic year by partial sampling method. The results of the research indicated that female students received more points in religious courses. But the comparison of the obtained averages about the amount of religious training by age, marital status, place of residence, educational level, faculty and religion showed that the level of religious training does not differ according to these variables. In addition, the findings showed that there is a meaningful and direct relationship between the personal and academic traits of professors, family factors, regulation of university, religious training methods, content of religious texts, and general atmosphere of university from one hand, and the religious training of students from the other hand. But there was no meaningful relationship between cultural-social factors and economic-social status from one hand, and the religious training of students from the other hand.

The purpose of this study was to analyze textbook content of the second course of primary education  on the basis of  Islamic economic teachings. The research method is descriptive survey with categories-based content analysis.  The research community in the content analysis section includes all the textooks of the second course of primary education (grades four, five, and six) in 2017-2018 academic year; the contents of these textbooks have been entirely analized with a checklist (content analysis form) that was compiled regarding the theoretical foundations of economic teachings and related theories and was approved by the experts. The unit of analysis was sentence, image and theme. The data were analyzed using frequency and percentages. In the survey section, the statistical population was 248 teachers of the second course of primary education of  two districts in Hamadan city, who were selected by stratified and cluster sampling methods. The data gathering tool was a researcher-made questionnaire whose validity was calculated and validated by CVR method and its reliability was calculated by Cronbach's alpha of 0.87. Descriptive statistics and single sample T-test were used to analyze the data obtained from the survey. The results generally indicate that in the content of textbooks of the second course of primary education (fourth, fifth, and sixth grades), the components of Islamic economic teachings received little attention. These economic components have received the most attention in Social Studies textbook and received the least attention in Thinking and Research textbook of the sixth grade. Also according to the teachers' viewpoints,  in all the three grades textbooks, less attention has been paid to Islamic economic teachings.