نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 52 (پاییز 1400)

The purpose of this paper is to explain the concepts of contradiction and difference in the development of dialogic education with emphasis on Mulla Sadra's existensial views. The deductive method was used. In this regard, Sadra's views on human existence and knowledge were reviewed and the conflict and its central role in  dialogic education were explained. Common perspectives that focused on dialogue in the education process were also reviewed. It was found that these views were defective Because they have limited the realm of contradiction and difference for this reason of their understanding and description of dialogue-based education has shortcomings. Then, the ontological role of conflict and difference in Sadra's attitudes was examined and a distinct explanation of dialogue-based education different from common views was presented. Further instructions for dialogue-oriented education were offered to instruct staff and it was emphasized that dialogue training is on its true and original path when the contradictions and differences between the parties of the dialogue are recognized and this requires a confrontation. It is existential with all kinds of differences and contradictions.

Apprehension (Khouf) and Hope (Raja) are significant issues worth to be taken into account in human’s way of living as well as education and training. Therefore, the purpose of this research was to study the educational effects of apprehension and hope from the viewpoint of Islam with an emphasis on the Holy Qur’an. To accomplish this purpose, a linguistic and conceptual analysis method was adopted. The concepts and themes derived from the study indicated that with accordance to Qur’an, apprehension and hope complement each other and God’s supervision of human behavior is through these two virtues. In fact, both of them regulate human behavior and control abnormalities. Investigation of the verses relevant to apprehension and hope and the educational role of these two virtues demonstrated that both apprehension and hope bring about several educational achievements for the individual and the society in general. Some of these achievements are specifically relevant to apprehension, some to hope and some to both apprehension and hope. This is due to the fact that in the Holy Qur’an, these two terms are sometimes mentioned together and at other times stated separately. These achievements are further elaborated and investigated in this paper.

One of the phenomena that has been widely welcomed in the last decade is the phenomenon of emotional intelligence. This is due to the high ability of emotional intelligence to better solve problems and reduce the amount of conflict between intellectual and emotional perceptions. Emotional intelligence is the ability to properly manage mood, mental state, control impulses, and the factor that motivates and gives hope when a person fails to achieve a goal. .The present study was conducted to explain the phenomenon of how emotional intelligence develops based on the lived religious experience of a group of university professors in order to create a conceptual framework of the relationship between religion and emotional intelligence development which was done with a qualitative approach using phenomenological method. Participants were ten members of the faculty of Islamic studies, theology and philosophy of education of Shahid Bahonar University of Kerman who were selected by purposive sampling. The data collection tool was a semi-structured interview. Analyzing data from the experience of professors' experience of the role of religious education on the development of emotional intelligence showed that religion has helped them to develop emotional-social learning in three ways:1. worldview and philosophical view of religion 2. Acting on specific religious teachings and guidelines 3. Manifesting the spirituality of individuals. In the text, these three main themes are described and explained with the components of the development of emotional intelligence.

The statistical ‎population of the study consisted of 2185 elementary students in Bojnourd city. ‎pre-test scores were lower than the average in two questionnaires, 60 were selected by simple ‎random sampling and 3 were selected. The experimental group and the 3‎‏0‏‎ subjects in the control ‎group were randomly assigned and the training session with the experimental group was ‎conducted with a 10-hour lifestyle training session. Questionnaires before and after training were ‎taken from both control and experimental groups before and after the test. The data collection ‎tool was Hosseinzadeh and Colleagues’ (2009) Mahdavid Culture questionnaire. The validity of the tool was ‎face and content validity and was confirmed by professors and experts. Paired t-test was used ‎for data analysis by SPSS 21 software. The results showed that in the cognitive dimension, since ‎the significance level was calculated 0.56 and this value is higher than 0.05, the hypothesis was ‎not confirmed and in the expected dimension of emergence (t = 1.06, P =0.02, dimension of ‎faith and heart belief (t = 4.09, p = 0.00) dimension of absenteeism (t = 2.14, p = 0.01) ‎Significant differences were observed between the pre-test and post-test, but there was no ‎difference between the two modes of awareness of emerging philosophy (t = 0.79, p = 0.09). ‎That is, group-based lifelong learning wait-and-see dimensions of expectation, faith, heart belief, ‎and absenteeism influenced the components of the culture of Mahdism, did not affect ‎cognition and awareness of emerging philosophy in students. The findings of this study suggest ‎that waiting-style lifelong learning can be effective in enhancing students' beliefs about ‎Mahdism, and direct education of this course along with other educational modalities is ‎recommended.‎

The purpose of this study is analyzing the position of teacher education in the political discourses that have been formed after the Islamic Revolution of Iran. This research seeks to go beyond mere descriptions and achieving contextual analysis for teacher education in Iran after the Islamic Revolution considering the teacher’s education in discourse approach and through document investigation. Research findings showed that he pervasive discourse of the Islamic Revolution has had a profound effect on teacher education policies. The continuity of religion and politics is the main sign of this pervasive discourse that has caused the influence of divine beliefs and religious understanding on teacher identification in the documents and texts of teacher education policy. Political sub-discourses that formed after the Islamic Revolution also had impacts on teacher education policies. In the constructive discourse, with economic development as a priority, the teacher was represented as a government agent and in the reform discourse, the teacher was seen as an arm for political development. The turning point of teacher’s education policy in the government of the Islamic Republic of Iran is the approval of the Fundamental Reform Document of Education (FRDE). With the approval of this document, the teacher’s education subsystem has been considered as a fundamental element of the education system in a forward-looking and future-oriented perspective and in a strategic position.

The statement of the second step of the revolution is the renewal of information addressed to the Iranian nation and especially to the youth, which will serve as a charter for the second stage of self-construction, socialization and civilization. One of the areas that plays an important role in achieving the goals of the second step of the revolution is the field of education, because on the one hand an important part of these goals is achieved during the education process and on the other hand, part of these goals are achieved by human resources. Educated is realized in the educational system, therefore, in order to achieve the goals of the second step of the revolution, special attention should be paid to the improvement of the education system. In order to improve the education system, its challenges must be examined in the first step of the revolution in order to be solved in the second step and provide the basis for the realization of the above goals. In order to examine the challenges of the education system, in the first step, we will address the demands of the Supreme Leader regarding education, because his demands, as a beacon, enlighten the minds about the challenges of education. Therefore, the purpose of this study is to explain the demands of the Supreme Leader from the education system in the first step of the revolution. The method used is the method of document mining and his statements about education have been analyzed with the emphasis on the last years leading up to the fortieth anniversary of the revolution after the announcement of general policies to change the country's education system. After analyzing the statements, their demands were counted in the form of four major categories: educational policy, teacher, educational content, educational space.These demands can be the starting point for the education system in the second step of the revolution and the training of students at the level of Islamic society.

The purpose of the present study is to analyze the components of Identification in the theory of "human as agent". This study was conducted with qualitative approach and analytical-inferential method. This theory in anthropology has described the image of man in the Qur'an as a hard core. According to this theory, one's actions make him or her an identity. Each individual creates a definite identity in his or her own being in accordance with his / her actions and interaction with the environment. Considering the philosophical effort of human theory as a factor in explaining the human nature and deducing the principles of action from the verses of the Qur'an, we have investigated the components of identity in this theory. In this analysis, four components of self-awareness, value, unity and authority were extracted from the bases of cognition, desire, and action. From the self-awareness component, two indices of “self-presentation and description of feelings, emotions, desires, needs and abilities” and “self-evaluation” were deduced. The valuable component realizes the value of identity through 'other evaluation' and one's perception of 'similarity and difference with others'. Given one's exposure to the multiplicity of situations in life, "prioritizing" causes inner unity and cohesion. On the other hand, individual-social identity is formed in the process of "participation in collective activity" as an indicator of the component of unity. In addition to these three components, identity authority emerges with "choice and decision" and with regard to "effect and outcome of action."

The purpose of this study is to explain the social education document of the fundamental transformation of Iranian education and its analysis based on educational ideas in social education. The method used in this study was inferential and descriptive-analytical In the first stage, the principles of social education are described in the document of fundamental change in education And then the view of Farabi as the first Islamic philosopher who has a social theory has been analyzed and explained Then educational implications are inferred from these theories. Finally, social education and its components in the document of fundamental transformation of education were analyzed based on Farabi educational theories. The results of the research indicate that social education in the document is based on the acquisition of competencies based on the Islamic standard system which enables educators to have appropriate and constructive relationships with the community around them in order to achieve a degree of good life. But in Farabi's view, most social education is based on the acquisition of competencies based on a rational standard system which enables educators to achieve ultimate happiness in the utopia to be trained under the head of the utopia and to achieve prosperity through cooperation in the utopia.

The purpose of this article is to explore spiritual education for children from the perspective of holism and its critique with emphasis on Islamic teachings. For this purpose, in the first part of the article, using the method of integrated research or synthesis research, the holistic approach to children's spiritual education in the dimensions of philosophical foundations, the concept of spiritual education for children, and its educational implications are explained. In the second part, employing the method of critical philosophical exploration and emphasizing the Islamic perspective, the holistic approach to the spiritual education of children is criticized. To achieve the research goal, also using the snowball method, the most important thinkers of holistic education in the West in the field of spiritual education for children were selected and according to special criteria, their most important works were selected and examined. The research findings showed that the philosophical foundations of the holistic approach are incompatible with the Islamic instructions. Because the reference of the spiritual in the whole approach is an ambiguous and imaginary thing. Also, this approach implies a kind of unity of existence based on all divinity, and the unity of man, nature and God. While according to the Islamic teachings, the source of spirituality is a single existence (Allah) that can be known through his attributes and actions. At the same time, this approach has useful and appropriate training tips and methods that are compatible with the Islamic instructions. Such as paying attention to the nurturing of the child as a whole, the use of artistic education.

Education is so effective in the development of the individual and society that it can be claimed that the value of any school is understood from those educated in that school. The necessity of methodical research in sexual education is the main concern of this research authors, who have achieved a suitable model for sexual education of children through the method of content analysis and jurisprudential approach. In this study, content analysis begins with the study of jurisprudential and interpretive sources to determine the meaning of verses and hadiths, then, the content of verses and hadiths is coded. The tool used in theme analysis is a network of themes. In other words, the key points of the text - by extracting the repetitive words, the keywords and discovering the words that have an overlap or causal relationship are separated and form the basic themes. The data is then patiently written and reviewed to discover the basic ideas for discovering related codes and how they relate to the organizing themes. In the following, by summarizing and combining the network of similar themes, we achieve comprehensive and focal themes. After analyzing the content of verses and jurisprudential narrations related to sexual education with Maxqda software and examining 24 basic themes, 10 organizing themes and two comprehensive themes, we have reached the Islamic model of sexual education.