نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 55 (تابستان 1401)

The present study was carried out with the aim of investigating and analyzing the amount of attention paid to the components of revolutionary identity in the content of textbooks of the second secondary school. The study method is descriptive and content analysis type. The statistical population includes all the textbooks of the second secondary course that were published in 2020. Six book under the titles; "Defensive Preparedness", "Sociology", "Religion and Life", "History", "Cultural Analysis" and "Social Identity" with 16 book covers were purposefully included in the sample.The findings of this research show that in the textbooks of the second secondary course in the field of humanities, the most attention is paid to the component "Sacrifice and Martyrdom" with a frequency of 500 (29.2 percent) and to the components "Fighting with stonewalling and "Eclecticism" with 28 frequencies (1.6 percent) and "support for the underprivileged" and "awareness of the constitution" each with 12 frequencies (0.7 percent) have received the least attention, and in experimental fields and In mathematics, the components of "sacrifice and martyrdom" with 454 frequencies (26 percent) received the most attention, and the components of "supporting the needy" with 10 frequencies (0.57 percent) received the least attention. The abundance of the components "Belief in Imam Khomeini ", "Spirituality", "Awareness of the events and history of the Islamic Revolution" and "Fighting with stonewalling and eclecticism" in the content of the textbooks of experimental sciences and mathematics are significantly more than the textbooks of the field of humanities.

The aim of this study was to identify, extract and categorize the dimensions and components of socialization in the views of Shahid Motahari and to develop an Islamic-Iranian model in social education. In this study, the concept of "socialization" is considered as social education based on the definition of the Fundamental Transformation Document of Education (FTDE). The present research is applied in terms of purpose, qualitative in terms of approach, and interpretive in terms of the type of research method using conventional content analysis technique. A total of 108 written works of Shahid Motahari that have been published in the form of books were studied, analyzed, and interpreted in this research. Based on the interpretive findings of this study, 73 subcategories, 13 categories, and 4 main components including the sense of social belonging, acceptance of role and responsibility, dialogue and social communication, and critical thinking were extracted. These components are the criteria of social education from the perspective of Shahid Motahari and are considered as indicators for transmitting basic social teachings to citizens. Considering the centrality of the Fundamental Transformation Document of Education (FTDE) in achieving the Islamic-Iranian model of social education, it is suggested that in the step of the operational implementation of the document, the components extracted from the works of Shahid Motahari be used.

This study was conducted to study philosophy from the perspective of rationalism (rationalism) based on rational and logical principles in thought, behavior and speech, in order to develop a model for students of philosophy of education; The method of the present study was semi-structured interview to collect the necessary data to meet the research hypotheses, and to analyze the data from the qualitative data collected from the semi-structured interviews with open sample individuals. The implementation of the open coding process from the collected qualitative events first led to the extraction of a large number of features and concepts; Experts obtained three central phenomena (thought, behavior and speech) in developing a model for students of the philosophy of education from the perspective of rationalism, relying on rational and logical principles; also studies and findings They showed that the codes obtained from open coding contained 210 codes; This model had five indicators of objectives, methods, challenges and gaps, elements and consequences, in the next step by reducing the data to common items of three central phenomena and five indicators; In the central part of the idea and each indicator (5 dimensions); In the axial part, the behavior of each index (6 dimensions) and in the axial phenomenon of speech and each index (6 dimensions) were identified.

The aim of this study was to analyze the epistemological foundations of Seyed Hossein Nasr's theory of traditionalism and its implications for rational education. The research method was descriptive-analytical and the results showed that the epistemology of Nasr is combined with religious knowledge and cognition, the source of which is the sacred science, a science that makes it possible for man to see God everywhere and thus Reach the higher world and the holy foundation of the universe. The possibility of human reaching the absolute truth through intuitive reason, the association of sacred knowledge with faith and certainty, the combination of sacred knowledge with moral virtues, and the dependence of sacred knowledge on action are the epistemological foundations of sacred science. Considering this type of knowledge can lead to such implications as using the power of reason to have the attribute of knowledge, using intuition as a source for knowledge and a factor to justify beliefs, setting goals and principles in advance based on connection with the sacred, Educators should be constantly cognizant, prevent mental skepticism in educators, create rational foundations for moral virtues, help holy knowledge to know the nature of objects in the divine order and use a combination of content to rationally train educators.

The purpose of this study is to investigate the position of epistemic knowledge in the philosophy of Islamic education and explain its educational implications. Since the basic purpose of creation is science and knowledge. This article uses a descriptive-analytical method to examine the place of epistemological knowledge in the philosophy of Islamic education and explain its educational implications. And seeks to introduce educational works, barriers and areas of access to epistemic knowledge. The findings indicate that knowledge is not only the goal of education but also the basic goal of creation and the highest blessing after the blessing of creation. Epistemic knowledge, a kind of self-knowledge; and piety, sincerity and self-cultivation are among its foundations. This knowledge is sometimes in the form of Inspiration and sometimes in the form of inspiration and sometimes in the form of hadith. Self-awareness, Fear of God, the cry of submission and submission, belief in the Qur'an, sobriety and patience, silence, harmony of speech and behavior, humility, worship and religious imitation are among its educational effects. The education that is based on knowledge and cognition in the name of the Lord is the education that leads to the perfection and happiness of man, as well as the spread of peace, brotherhood and unity in his life.

The current research aims to understand social pathology of education on the southeastern borders of Iran. This work was conducted in a qualitative paradigm. Data were collected by tow methods in-depth interview and documentation. The Manuscript of Fundamental Transformations in Education were considered as the research document and a group of teachers and educational experts who were selected purposively considered as the research participants. The maximum variation sampling and saturation regulations were applied during the sampling procedure. The Grounded Theory procedure with constant comparative method and interpretive-abstractive approach were used to analyze the data gathered from interviews and the inductive or relational content analysis was applied to analyze the data gathered from the selected document. Four main categories derived from the interviews` analysis: social pathologies, educational pathologies, economic restrains and religious restrictions. Based on the research findings four strategies or solutions were presented in four areas of cultural affairs, community, religion and educational affairs. Comparison of the results, extracted from the selected document and interviews, showed that they were consistent to some extent. The consequences of the emergence of these disorders affected the whole southwestern part of the country in both short-term and long-term periods.

Practical decisions and useful implementation in the curriculum require a clear understanding of the philosophical origins and a precise explanation of the basics. In this Regard, the present study was conducted with the aim of explaining the theological foundations of the curriculum dedicated to religious identity. The method of analytical-inferential research and its main source was the Holy Quran and the valuable interpretation of Al-Mizan. The results showed that the curriculum of religious identity has a divine spirit and with a special look, he considers the universe as the bed of human transcendence, a manifestation of God almighty and a manifestation of his bounties. in this curriculum, God almighty is at the top of the series of causes, and the world does not have the capacity to survive, and originality is with the life of the hereafter. Slavery, obedience to divine destiny, submission to the divine will, mercy and compassion of God almighty, respect for god's knowledge, wisdom and justice and the existence of a guide are other findings that have matured from within the theological foundations and seek to create and direct. the curriculum is religious identity. The influence of the objectives, subject, function, and issues of the religious identity curriculum from other theological foundations and proposals is the output of the present article, which plays an important role in shaping students' insights, attitudes, and actions, and helps them to expand their beliefs. And be Guided to the true destination with firm steps.

The purpose of this study is to employ guidelines based on indigenous and Islamic assumptions in order to improve the status of the program in educational sciences in Iran. There is a research method, conceptual analysis and analogy of theory, and in order to collect the necessary data to achieve the researcher, the available resources related to the immunization of note-taking and using the method of analysis of qualitative materials required analysis It is intended to extract five basic presuppositions, including the originality of adaptation in the localization and Islamization of educational sciences, attention to Islamic themes and national culture in localization and Islamization, the view of modernity-localism in localization and Islamization, originalization To produce domestic materials based on indigenous culture and to pay attention to the nature and dimensions of human existence in the localization and Islamization of educational sciences. Based on the proposed assumptions, five practical guidelines include: 1) Critical review of imported texts and adaptations in the translation of Western works in the field of educational sciences 2) Identification and introduction of native and Islamic thinkers in the history of Iranian educational sciences. 3) Welcoming Innovative indigenous and Islamic projects in the field of educational sciences. 4) Production of indigenous and Islamic knowledge in the field of educational sciences. 5) The quality of training human resources, in accordance with local and Islamic needs, to improve the curriculum of educational sciences in Iran, was inferred and developed.

The aim of this article was to investigate the effectiveness of spiritual skills based on Quranic teachings and narrations on the vitality and academic optimism of ninth grade female high school students in the city of Gulugah, which is a quasi-experimental study in terms of practical purpose and research method. Test and post-test. The sample size was selected by simple random sampling in two groups of 25 people, one group as an experimental group in which the protocol of spiritual skills based on Quranic teachings and narrations based on the model of Boroumandzadeh, Nilofrokrimi Thani (2015) was performed and the group Evidence that this training was not implemented in them. Data collection tools include: a- Spiritual skills program based on Quranic teachings and narrations which was held in 10 sessions of 100 minutes in one month b- Standard questionnaire of academic optimism (Ghasemi et al., 2018) c- Vitality questionnaire Dehghanizadeh and Hossein Chari (2012) were educated. The results obtained from statistical analysis of covariance showed: teaching spiritual skills based on Quranic teachings and narrations on the components of academic vitality (sensitivity, usefulness, ability to meet challenges) and components of academic optimism (trust in Teacher, sense of efficiency, teacher's scientific emphasis) have a positive and significant effect on students.

The purpose of this article is to present the model of Islamic education in the flow of love. Addressing this issue can contribute to the richness of the discourse and model of Islamic education. The obvious purpose of this study is to identify the dimensions and components of Islamic education in re-reading the Ashura event. Using re-research, on the one hand, is used as a fundamental goal, and on the other hand, calmly "uses the results of research in education and helps to adopt regulations related to the education system." The latest type of application is used. The context theory method has been used to answer the researcher's questions. The statistical population of the present study is all the opponents who have narrated the incident of Ashura.In this regard, with the method of typical case sampling, the source of data collection was the murder of Lohoff Sayyid bin Tawus. Of course, in order to achieve the final saturation of the data, the books of Nafs al-Mahmum, Muhan al-Abrar, Abi Makhnaf, Qomqam Zakhar and Samsam Batar, and the assassination of Hussein (as) were also examined and analyzed. The findings are based on the fact that "inheritance", "environment", "cognition and awareness", "time and time" and "choice and freedom" as the underlying factors of education and the factors of "guidance", "needs assessment", "monotheism" "" Interaction of appearance and interior "," nutrition "," sub-religions "," pragmatism "," family strength "were recognized as effective factors in education.An important factor was also counted as a deterrent to education, which was "moral vices." The consequences and results of training in the Ashura event were based on "moral virtue", "rationality" and "martyrdom".

The present study was conducted with the aim of pathology of the educational activities of QomEducation Organization in the first secondary school based on the nine elements of Klein and to provide a solution to improve it in the academic year 2020-2021. The research method is descriptive-survey and applied in terms of purpose. The study population included principals, educators and junior high school students in Qom who were studied as a sample using simple random stratified sampling method and according to Morgan table 140, 130 and 413 people, respectively. The data collection tool was a researcher-made questionnaire. The face and content validity of the questionnaire was calculated by the opinions of experts in the relevant field and the reliability was calculated using Cronbach's alpha coefficient of /97. to analyze the data used Descriptive and inferential statistical methods such as one-sample t-test, Kruskal-Wallis analysis of variance and Mann-Whitney U .Research findings indicated that 1- according to the nine elements of the curriculum from the managers' point of view, the main harms in parenting activities, are focused on the components of "goals, teaching materials, content, learning activities, time allotted".2- From the educators' point of view, the main harms are focused on the components of "learning time, grouping of students".3. From the students' point of view, the main harms are focused on the components of goals, educational materials, content, learning activities, implementation and time strategies.

Responsibility is one of the important cultural and social goals of education, which is also emphasized in the teachings of Islam. The important goal of education for educating future generations is to institutionalize the responsibility of individuals to fulfill various responsibilities in their lives in the dimensions of society, family and themselves. The main purpose of this study is to design and validate the optimal model of student responsibility in the elementary school curriculum. This research is applied in terms of purpose and in terms of mixed method is exploratory type, which was used to design the desired model, qualitative method and to validate the proposed model, quantitative method was used. The statistical population for the design of the desired model, the background of internal and external research, theoretical foundations, global experiences and existing models in the field of research, as well as semi-structured interviews with 15 curriculum planning specialists and for the validation of the desired model, consisting of curriculum planning specialists with criteria such as The PhD degree had practical experience as well as writing articles and books in the field of research. Theoretical sampling was purposive and criterion-oriented.The data collection tool was a questionnaire to design the desired model using the Acker model and to validate the proposed model. The method of analysis of the results was descriptive-analytical inference and the synthesis research method and one-sample t-test were used. Based on the face-to-face interview of the target persons, according to the ten elements of Aker from the results of the face-to-face interview, open coding, central coding, selective coding was done, and qualitative content analysis according to Aker's theory with conclusions and obtaining responsibility components based on theoretical foundations. , written and research background was obtained. Then, according to the ten elements of Ekr, synthesis research was done. Finally, the findings show that the ideal model of the responsibility curriculum based on the theoretical foundations and the curriculum consists of three dimensions (social, ethical, legal, environmental and political), main categories (cognitive, emotional, creativity and skill), and the ten elements of Ekr, which according to the experts and curriculum planning experts, the results of the T-test exam of the internal validity evaluation samples of the designed model showed that the opinion of the experts is related to the evaluation with the level of meaning It has a value of 0.001 and at the alpha level of 0.01 it was significantly higher than the average level (P < 0.01), it was recognized as valid. Therefore, in this research, an attempt was made to design a suitable model for the students' responsibility curriculum in such a way that its components have the necessary interaction with each other, and the said model can provide the necessary practical results at the time of implementation, and finally, by validating the model proposed by the experts, showed that according to the curriculum model, especially in the curriculum of students' responsibility, there is a logical connection between the studied areas and the elements of the curriculum.