نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 56 (پاییز 1401)

The aim of the current research was to determine the qualifications of consultants in the country's public education system. In terms of the purpose of this research, it was a developmental type of research and in terms of the method, it was a qualitative research that was conducted using thematic analysis and structured interviews. The statistical population of the research consisted of 54 people including (19 people of the directors of consulting groups of the nineteen educational districts of Tehran and 35 people of Farhangian University and educational consultants of Tehran with doctoral education). The research sample for the structured interview was 18 people from the statistical population of the research who were selected in a targeted manner. The library method was used in order to review the literature, background and upstream documents in the field of education and the field method was used in order to collect the opinions of the qualitative sample members.The data collection tool in the library section was FISH and in the field section was structured interview. Content validity (content validity and face validity) was used to determine the validity of the structured interview tool. In this work, the opinions of the research guiding group and six professors of the university were used and the questions with problems were corrected. Frequency tables and graphs were used to describe the research data, and binomial test was used to check the significance of the frequency of the interviewees' opinions. The findings of the literature review and interview analysis were the 8 main components of the competencies of educational consultants, including knowledge, abilities, skills, personality traits, moral traits, attitude, insight, and credibility, which were confirmed at a significance level of 0.05. they got. Among the 197 sub-components of competencies extracted from the literature and research background, after obtaining the opinions of the interviewees, 150 sub-components were confirmed with a two-sentence test at a significance level of 0.05, and 47 sub-components were not significant and were rejected.

The purpose of the current research is to explain the ontological foundations of the ethics of happiness and to deduce its implications in the principles of moral education from the point of view of Ayatollah Javadi Amoli. The research method is inferential and in order to collect the necessary data to achieve the goals of the research, existing and related sources in the field of ontology and quranic ethics of Ayatollah Javadi Amoli were collected and analyzed in six steps by using the sheets of sources. has taken. The results of the research show that the truth of happiness from Ayatollah Javadi Amoli's point of view is a natural-rational request and its stimulation depends on the quality of moral education and when this desire emerges, the human soul finds purity and enlightenment and provides optional conditions for its stimulation provided. Otherwise, this desire remains hidden under the veil of worldly and natural desires that are against nature and rationality. Such a natural-rational desire is based on ontological foundations such as being from him and towards him, being purposeful, moving towards absolute perfection, dependence on justice, being based on nature, human dignity and honor in relation to other creatures. from these foundations, one can reach principles such as godliness, wisdom, perfectionism, justice, faith, naturalism, and dignity, which can be used in moral education leading to happiness.

The current research was conducted with the aim of evaluating the content of the social studies book of the second elementary school based on the components of moral education with a social approach. The research method is descriptive and content analysis type. Its statistical population included the entire content of social studies textbooks of the second elementary school in the academic year 2019-2020, which due to the nature of the subject, sampling was not done and all the statistical population was examined. The content of the plan was examined from the respondent's point of view (text, image and question) based on two indicators of belief and behavior. For this purpose, a checklist was designed based on the components extracted from Koshi et al.'s study (2018), and based on that content analysis was done and frequencies were obtained. Its content validity was obtained using CVR, 0.89, and its reliability among coders was obtained using Scott's method, 0.75, both of which are confirmed.The resulting data were analyzed using descriptive indices in the "Shannon Entropy" analytical process. The results showed that the belief index (WJ=0.505) and the behavior index (WJ=0.495) have significant coefficients, respectively; Among the components, in the dimension of belief, dialogue (WJ=0.098) and cultivating the spirit of altruism (WJ=0.080) and in the behavior index, the components of cultivating the spirit of freedom (WJ=0.103) and belonging to the identity and Its retention (WJ=0.078) has higher and lower importance coefficients in the form of social studies books, respectively. Also, the behavior index is more frequent than the belief index in all three social studies books, and both indicators are more frequent in the social studies books in the fifth, fourth and sixth grades, respectively.

Spiritual intelligence is the highest level of intelligence, the emergence and expression of which is related to spirituality. The purpose of the present research is to investigate the anthropological foundations of spiritual intelligence and to deduce the principles and educational methods related to it from the perspective of Rumi. This research is among the qualitative researches in which two methods, descriptive-analytical and inferential (reconstructed Franken method) have been used. The results of the research showed that things like: the originality of intelligence and thought, the possibility of understanding meaning, the acceptance of divine sovereignty, understanding the need of man to return to his origin, and the two-dimensional nature of man can be put forward as the anthropological foundations of spiritual intelligence from Rumi's point of view. Based on these principles, principles such as education of intellect and guidance of thought, possession of research science, acceptance of Sharia and following the path of tariqat, self-knowledge and inner purity have been presented.Based on these principles, it can be stated that using methods such as interviewing people with common sense, guiding and reforming thoughts, abandoning selfishness and selfishness before God, silence, strengthening the spirit of truth-seeking, teaching religious wisdom, treating mental and moral illnesses, reflecting on oneself , meditation and They are effective for cultivating spiritual intelligence.

The present study was conducted with the aim of explaining the characteristics of university professors in Iran's higher education based on the thoughts of the Supreme Leader and using the data-based research method. The statistical community is dedicated to all the statements of the Supreme Leader from 1989 to 2019. The sample size is 630 different sessions of statements during the study period in which the words professor, professors or professors were used or university professors were recommended. The method of data collection is library and the research tool is polling. A number of 1026 characteristics (data) for university professors were extracted from 630 meetings and the results of three-stage open, central and selective coding led to the extraction of 89 concepts, 28 components and 5 dimensions, respectively.The findings of the research show that a university professor at the level of the Islamic Revolution of Iran must have five characteristics: "commitment to himself", "commitment to science", "commitment to students", "commitment to the university" and "commitment to the country". In the end, "more attention of professors to discipleship", "increasing concern for the promotion of scientific knowledge and responsibility", "efforts of professors to understand students and act beyond their duties towards them" and "holding university workshops and conferences to explain ideas" Leadership" is suggested.

The aim of the current research was to provide a framework of the most comprehensive and important indicators, tools and methods identified in Islamic citizenship education based on a synthesis research approach. The method of this research was using the synthesis research strategy.Research field: works and articles related to the subject and sampling method purposeful and the tool of research data collection was note-taking and the findings showed that the most important identified indicators.Having a knowledge-oriented spirit, social solidarity, justice-oriented and respect for citizen rights, responsibility, legalism, having critical thinking, awareness of political and social issues and processes, effective social communication skills, pluralism, patience and tolerance, benevolence and altruism, preservation Dignity, Islamic orientation, self-knowledge, self-restraint, behavioral moderation, trustworthiness, commitment to national values, environmental protection, freedom-seeking, health and cleanliness and halal eating, self-confidence and intellectual and economic independence, sacrifice and forgiveness, purposefulness, honesty, forgiveness, punctuality; He pointed out the use of qualitative research method as the dominant method in Islamic citizenship education researches, and out of the 61 reviewed works, 22 works were published individually and 39 works were published as a group, and men participated the most in these researches.The result that the experts in the field of citizenship education have a consensus both on the aspect of comprehensiveness and on the aspect of prioritizing basic Islamic indicators in citizenship education.

The main goal of this research is to identify the ethical codes of educational leadership based on the teachings of Nahj al-Balagha. To achieve this goal, the document research method was used using the content analysis technique. By referring to the original text of Nahj al-Balagha and the description and interpretation of Allameh Jafari, Makarem Shirazi, and Ghanbari and based on the model of multiple relationships based on different areas of intellect and knowledge, speech, will, psyche and action, the most important key points, principles, components, and then moral codes The supervisors were identified and extracted.Based on the obtained results, the most important principles of moral leadership in an educational environment can be centered around faith in God, divine piety and trust in God in relation to God; Self-awareness, insight and insight, seeking perfection, avoiding self-righteousness and selfishness, wisdom and learning and continuous learning in relation to oneself; Appreciation, foresight, meritocracy, honor and respect for others, capacity building and development in relation to others and finally knowledge of the world and benefiting from the opportunity of the world and at the same time not being inclined towards it in relation to nature. Under these principles, ethical codes refer to the explanation of moral dos and don'ts for an educational leader (school).

This research has described and analyzed the main elements of the curriculum of Islamic Thought Foundations (Velayat Plan) and its approach to values ​​education. The research approach is qualitative and descriptive content analysis, and by using the meta-theoretical framework of Sanger and Osgathorpe, it has investigated the four elements of goals, content, methods of presenting content, and methods of teaching and evaluation in the selected textbooks of the project. The findings show that the main goal of values ​​training was "raising the knowledge and attitudes of learners towards the moral, legal and political system of Islam based on respectful criticism of opposing views". Examining the content element indicates that the fundamental value in the curriculum of the Wilayat plan is "voluntary closeness to God Almighty" and the purpose and content mentioned are prepared in two cognitive and emotional areas. The presentation of the content was in two formats: "writing" and "learning activities", mainly "explanatory" and "critical thinking" teaching methods were used, and the evaluation method was unique in the "comprehensive evaluation" memorization and analysis. As a result, the education of values ​​in this curriculum is of the type of direct education of values ​​and cultivation of the tendency towards them, which is based on creating the cognitive capacity for respectful criticism in the learner, and therefore its dominant approach finds similarities with the "analysis" approach to education of values.

The main goal of the current research is to analyze the foundations, goals, principles and methods of rational education from the perspective of Martyr Motahari for the formal education system. The method used in this article is a qualitative method written in a descriptive and inferential analytical way. The society of analysis is a collection of his books, descriptions and articles. The findings indicate that he has defined and explained the goal of rational education in the sense of creating the necessary grounds for the cultivation of the intellectual faculty, in order to achieve and reach the status of a complete human being, and addressing and paying attention to this educational dimension is one of the requirements of all systems, especially The formal education system has taken into account, because the great mission of this system is to cultivate critical thinking, conscious thinking and correct judgment.The most important principles of intellectual education from the point of view of this famous philosopher are: "Practical reason is affected by the states of the soul", "Thinking and learning are the basic elements of the education of reason", "The difference in human minds is essential", "All the laws of reason are with human nature. is coordinated" and Then the principles of rational education were mentioned (the principle of training practical reason through self-cultivation, the principle of rationality, the principle of the necessity of learning science, the principle of believing in the naturalness of differences in intellect in humans, the principle of aligning education and training with human nature, etc.). Finally, the methods and solutions of rational education were discussed, and some of these solutions are the method of cultivation, the method of getting used to thinking and rationalizing, the method of education based on individual differences, and the method of modeling and being a role model

The present study was designed and implemented with the aim of identifying the components of citizenship education from the perspective of Sahifah Sajjadiyeh, and it analyzes the identified components by qualitative content analysis of descriptive and analytical type and with the scope of research studies including all the claims of the precious book of Sahifah Sajjadiyeh. The results of the research show that out of a total of 107 codes identified around the components of citizenship education, 29 codes are related to the cognitive dimension, including power, gratitude (gratitude), justice, etc.; 11 codes to the social dimension, including a sense of responsibility, reforming affairs, communication, etc.; 49 codes for the moral dimension (values: 28 codes including the duties of children towards parents, humility, etc.; anti-values: 21 codes including neglect, tribalism, etc.) and 18 codes for the emotional emotional dimension (values: 9 codes including kindness) forgiving), goodwill, etc.; anti-values: 9 codes including rebellion, arrogance, etc.) are assigned.In the end, it was concluded that Imam Sajjad is trying to educate a person in this valuable Islamic text, who puts entering the path of truth and truth, as well as clinging to worship and obedience to God, and by avoiding Cruelty and enmity to others should be avoided as the most important obstacle to moral education, and should also avoid moral and emotional anti-values ​​as the most common and basic obstacles to the development of citizens in the society, and be kind to others and be gentle and kind, the preparations for reform It provided the moral education of the citizen present in the society.