نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 57 (زمستان 1401)

The purpose of this article is to review and explain the basics, goals and principles of the spiritual approach to religious education from the perspective of Allameh Tabatabai and its use for the second period of childhood. Considering that from the point of view of Islamic education, the childhood period is the preparatory stage for his preparation for religiosity, so the results of this research are effective for the foundation of religious education in this period.In the first stage, the research method is descriptive-analytical, and in the second stage, the progressive inference method based on Frankna's reconstructed model, which was reconstructed by Bagheri, was used.In this method, from the basics to the goals and after deducing them, the desired principles are obtained in the same way.The findings of the article are presented in the basics, goals and principles section, and the most important principles obtained include: leading the child's understanding to self-knowledge and paying attention to its dignity, the flourishing of natural abilities, enhancing the child's natural life, balanced satisfaction, management and control of desires, as well as giving meaning to a child's life under the fourfold communication.

The purpose of this article is to suggest principles for using imagination in education. What is imagination, the nature of education, the relationship between the two and the principles of using imagination in education are the main questions in this research.The method of analysis and inference has been used to explain the subject. Mulla Sadra's philosophical innovations in proving the connected world of imagination and the isolation of imagination, which provided the possibility of uniting the soul with these forms, had important consequences in explaining the evolution of the soul as the main subject of education.In addition, the presence and role of imagination in the emergence of wills and actions, acquisition of knowledge, and the formation of human identity has provided an important and lasting relationship between imagination and education. The fourteen principles of the use of imagination in education are presented in three sections: general principles, principles for self-education and principles for the education of others, with the aim of helping to strengthen the role of imagination in the field of education.The importance of imagination, management of imagination, management of emotions, criticism of imaginary images, openness to new horizons, identity modeling, context building, etc. are some of the suggested principles of using imagination in education

In a number of Islamic traditions, three periods of growth and upbringing of children and adolescents have been mentioned, and as far as we know, these hadiths have not been examined in a detailed and methodical way in hadith and jurisprudence.The present article tries to examine the hadiths of "three seven years" based on the methodology of ijtihad and with the approach of educational jurisprudence. For this purpose, at first, the hadiths were collected and each one was carefully examined by documents and records and in the following, reasonables  topics were discussed in the three axes of the ruling (obligatory and recommended), belonging to the ruling(children and teenagers) and the topic of the ruling (educational recommendations).In the ruling debate, fundamental issues such as whether these hadiths are moral or instructive, as well as whether they are news or essays, and their inferred ruling, were discussed.And this result was that these narratives are Moral and can contain a religious education.In the second axis, the meaning of the child in these traditions was examined as belonging to the ruling.In the third axis, the subject of rulings and educational assignments and prescriptions related to each stage was examined and compared in detail, and based on the above narrations, the following conclusions were drawn:1.It is desirable to set the child free and create conditions for him to play in the first seven years.2.It is recommended to work and accompany the child and teach the Quran in the second seven years.3.Education of religious values ​​and emphasis on family education in the third seven years is desirable.

Conversation and questioning is an important part of expression, which is considered as the most important human capital and makes man capable of many things and has created many sciences and knowledge and has played an important role in transferring experimental knowledge and increasing data and information, correcting and reconstructing them.More than any other religion, Islam has insisted on dialogue as a principle to make people aware of the truths of existence and to acquaint them with its evolutionary method and to achieve the superior religion and method. Therefore, the present research has been conducted in order to examine the place and concept of dialogue and questioning in the teachings of Hazrat Ali (peace be upon him) which is practical in terms of purpose and analytical-descriptive in terms of method. The scope of this research included the books Nahj al-Balagha, Tohf al-Aqool, Mizan al-Hikma, Gharar al-Hakma in relation to the topics of conversation and questioning, which were sampled in a targeted way.The data collection tool was made by the researcher. In this research, the required data was first extracted from the review of Islamic texts. Then data analysis was done with thematic coding including three stages (open, central and selective coding) using analogical categorization system.The findings of the research indicate that the analysis of the meanings of dialogue, questioning and its types in the teachings of Hazrat Ali (peace be upon him)includes 17 dimensions.Meanings of conversation (wise speech, speech with thought, timely speech and truthful speech), the meanings of questioning (asking to remove ignorance, not harm, eagerness to know, covering up flaws, trying to increase awareness, eloquent answer and knowing right from wrong), Types of dialogue (defense of the truth, understanding dialogue, dialogue with a specific goal) and types of questioning (questioning timely, good questions, targeted questions and exploratory questions).

The current research was conducted with the aim ofdesigning a moral education curriculum based on Javadi Amoli's point of view.The research method was analytical-inferential. All the first-hand works of Javadi Amoli constituted the necessary documents for designing the curriculum, from which the materials related to the philosophical foundations and elements of the curriculum were purposefully selected.Materials related to philosophical foundations and ethical propositions were extracted and deduced in seven steps by the model proposed by Claizi (1978) and were manifested under the elements of the curriculum.The results showed that the curriculum of moral education is the activities that are expected to create knowledge, traits and moral behaviors in the teacherand includes four elements: goals, content, teaching-learning methods and methods of evaluating academic progress.The following goals are of two categories: the final (the teacher reaches the position of divine successor and closeness to absolute perfection) and intermediate (knowing the various aspects of oneself, knowing God, thinking before doing an act, following the truth in matters and moral judgments, knowing and acting on responsibilities, Strengthening will power, seeing beauty in God's actions, getting ready to serve the people,The knowledge of worldly and hereafter results of intentions and moral actions) was regulated.The content should serve the goals and should have guidelines such as variety of formats, derived from the Quran and traditions, influenced by the atmosphere of the times, taking into account the history and literature of Iran and Islam, wise fit, firmness and tenderness. Teaching methods are mostly logical, deductive and emotional. The evaluation methods also include self-evaluation, teacher's opinion and judgment, active participation of parents and team evaluation of academic progress, which are particularly reassuring and all of them are set and introduced in the service of moral learning of the teacher and are far from linearity and anxiety.

The current research was conducted with the aim of analyzing the content of the 11th grade psychology textbook in the field of human sciences, and it is adescriptive research, and in terms of practical purpose, with a qualitative approach and content analysis method.Since the textbook is one of the most important references and sources of students' learning in any educational system, and most of the educational activities take place within the framework of the textbook and in the same way, the activities and educational experiences of the student and the teacher are organized around it .And on the other hand, in terms of its recent authorship , it made this book to be analyzed based on the five elements of the national curriculum, which is one of the subsystems of the document on the fundamental transformation of education.Therefore, the findings showed that in the content of the book, 29.93% of reasoning, 12.41% of faith, 14.81% of science, 38.45% of action, and 4.40% of ethics are mentioned.Therefore, in order to coordinate and align as much as possible the content of the book with the elements and areas emphasized in the national curriculum, changes in the content of the book are required. In the following, suggestions were made to make changes in the mentioned book based on the national curriculum.

The practice of educational leadership based on the teachings of Islam is one of the important and vital topics in the education system. The current research was carried out with the aim of identifying the components of educational leadership based on the teachings of Islam, using a qualitative approach to the documentary method (content analysis).In order to achieve the mentioned goal, firstly, information has been collected by referring to the Qur'an, Nahj al-Balagha, Usul Kafi and other valuable Shia sources.Then, in order to verify the justifiability and validation of the collected information, semi-structured in-depth interviews were conducted with 30 people from the statistical population of Islamic experts in the seminary and university.The justifiability was confirmed by the content validity method, and to validate the identified components, the content analysis method was used and duplicate items were removed.In order to analyze the data using the systematic method attributed to Strauss and Corbin, the data were analyzed using open and axial coding.The results of the analysis showed that seven components play a role in educational leadership based on the teachings of Islam, which include adherence to leadership tools, organizational guidance, trust building, composition of hearts, tolerance and participation, and central justice.

Values ​​education is recognized as an important part of school curriculum. This research was designed to answer a question about the first grade teachers' perception of the values ​​education curriculum.This research was conducted with a qualitative approach and phenomenological method. The statistical population was all the teachers of the first year of elementary school, who were selected with the purposeful sampling method, teachers with experience and expertise in teaching values. In total, 13 people including 7 female teachers and 6 male teachers were interviewed. The tool used in the interview was semi-structured. Colais analysis method was used to analyze the data obtained from the study. Finally, based on the results, 9 core categories of goals, content, teaching-learning strategies, grouping, materials and resources, place, time, learning experiences and evaluation category were extracted.The analysis of teachers' perception in the values ​​education curriculum showed that values ​​education is an inseparable part of school and curricula and teachers are an integral part of this type of curriculum and to achieve the values ​​education curriculum, all the capacities of the school and society should be used.

Affection manifests itself in various forms under the influence of sensuality, and human actions and behavior are affected by it. Therefore, in this research, it has been tried to use the method of qualitative content analysis, after expressing the way of affection under the sensual powers based on the thought of Imam Khomeini , three educational approaches of extreme, extravagance and moderate are introduced and analyzed separately.The findings show that affection under the power oflust in the extreme and excessive approaches has caused adultery and monasticism respectively, and in the moderate approach, it appears as love between spouses, parents and children in the family center.Affection under the power of anger in an extreme form will result in friendship with the enemy and in an extravagance state, rejection of deviants and wrongdoers and it appears in the society only in the reasonable appearance of "mercy on the infidels and mercy between them".And finally , affection under the power of illusion causes love and abandoning the world in an extreme form, and in a moderate approach, the love of God appears in the heart of creation