نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال هشتم شماره 28 (پاییز 1402)

The current research aimed at investigating the level of attention paid to the key elements and basic principles of the Iranian Islamic model of progress in the textbooks of the junior high school.

The research is applied in terms of purpose and quantitative in terms of method, and in view of its nature, the descriptive research method of content analysis type was used. The statistical population of this research includes the content of all the textbooks of the junior high school in the academic year 1401-1402 SH. The statistical sample included 10 books in 3 titles (Messages of the Heaven, Thought and Lifestyle, and Social Studies) in the seventh, eighth, and ninth grades, selected by purposeful sampling. In this research, the researcher-made content analysis checklist and the content validity method were used to determine the validity of the research tool and the Shannon entropy method was used to analyze the data.

The findings of the research showed that among the studied books, the highest frequency of indicators of key elements and basic principles is related to Social Studies textbooks with a frequency of 1496 units and 49.45 percent, and the lowest frequency is related to Thought and Lifestyle textbooks with the frequency is 630 units and 20.83%. Among the indices of key elements and basic principles of the Iranian Islamic model of progress, the index of key elements with a frequency of 2105 units and 69.59 percent has the highest share, and the lowest share is related to the index of basic principles with a frequency of 920 and 30.41 percent.  Also, the most attention is given to the key elements of the eighth-grade Thought and Lifestyle textbook (both for girls and boys) with a frequency of 110 units and 52.13 percent, and the least attention is related to the eighth-grade Thought and Lifestyle textbook (only for boys) with a frequency of 6 units and 2.84%. In addition, the most attention related to the basic principles of the 7th grade Social Studies textbook with a frequency of 72 units and 41.86% and the least attention was related to the 8th grade Social Studies textbook with a frequency of 49 units and 28.49%.

 Considering that the studied indicators did not have the same distribution, we hope that the lesson planners and the textbook producers increase, by equal strengthening of these indicators, the indicators of the key elements and basic principles of the Iranian Islamic model of progress among students.

The present study was conducted with the aim of analysing the components of the moral education curriculum in the elementary school and providing an ideal model.

The method of this research is a mixed exploratory strategy that is qualitative and quantitative. The statistical population in the qualitative part included professors in the field of education and in the quantitative part all the teachers of the second year of elementary school in districts one and two of Kerman city in the academic year of 2022-2023. The studied sample chosen in the qualitative part through the purposive sampling method, and in the quantitative part through the total population sampling method. The data collection tool in the qualitative part was semi-structured interviews with 20 experts in the field of education at Shahid Bahonar University and Farhangian University of Kerman in 2022; in the quantitative part was the questionnaire extracted from the interview results. In the qualitative part, in order to analyze the data, the three-step method of Strauss and Corbin (2006) was used, and in the quantitative part, confirmatory factor analysis and structural equations were used. In order to ensure the validity and reliability of the qualitative part, Guba and Lincoln’s (1985) method was used, which includes the four indicators of credibility, transferability, dependability, and confirmability.

The findings showed that 13 main categories and 33 subcategories were identified. Then a questionnaire was designed to validate the model. The reliability of the questionnaire was calculated using Cronbach’s alpha (0.92) and its (form and content) validity was calculated based on the opinions of professors in the field of education and using the sigma counting method (0.85). In the quantitative part, the results of the analysis of structural equations, while confirming the fit of the model, showed that all 33 investigated components have a significant effect on the program.

According to the results of this survey and by focusing on the moral education curriculum model, it is possible to help improve the moral education of elementary school students.

This study aims to investigate the relationship between structure and agency in the theory of the human as an agent and its educational implications for childhood.

For this purpose, this research was conducted with a qualitative approach and Analytic-Deductive method in three specific steps. First, the components of the concepts of agency and structure in the theory of the human as an agent were analyzed and described. Then, the relationship between structure and agency was deduced in a systematic framework. Finally, based on the analysis, educational and practical implications were presented for the management of early childhood.

Based on the philosophical concern of the theory of man as an agent, the components of agency included (will, etc.) and the components of structure were discovered in two internal and external parts.Regarding the dual relationship of agency-structure, neglecting the causes of human agency and accepting his inaction and unwillingness in the face of structures on the one hand and unjustified emphasis on the role of structures on the other, there are two sides of the spectrum that we have to turn from.Therefore, interactionism means a middle ground between the extreme edges of the spectrum.For this purpose, in this theory, the concept of "selection and choice of agent" is used the most.

Finally, based on the lack of agency in childhood, adopting the idea of a child as a pseudo-agent and considering childhood as a period of transition to agency, the proposed implications can be preparations for the growth and development of the bases of agency for adulthood.

The present study was conducted with the aim of analyzing the components of multicultural education in Hediye-Haye Aseman textbooks in elementary school based on the criteria of Philosophy for Children Curriculum.

The research method was descriptive and quantitative content analysis, with Shannon’s entropy technique. Due to the limitations of the society, the sampling was total and included 5 volumes of Hediye-Haye Aseman textbooks for the second to sixth grades in the academic year of 2022-2023. The units of analysis included text, images and book activities. The research tool was a researcher-made checklist including the components of multicultural education and philosophical thinking criteria (exploratory, argumentative and interactive), the validity of which was confirmed by the CVR method; and to ensure reliability with re-implementation, the agreement coefficient 87% was obtained.

The findings showed that the components were reflected in the textbooks 45 times in total, and the concept of "disability" with a coefficient of 0.55 was the most important, followed by the two concepts of "acceptance of differences" (0.35) and "religion" (0.1). The importance coefficient of the four concepts "equality and anti-discrimination", "goal and content", "teaching method" and "peaceful coexistence" with frequency of one is equal to zero, and the 8 concepts of "Justice", "Dignity and Human Rights", "Nation/Language", "Gender", "Educational Materials, Tools and Environment", "Evaluation", "Respect for Different Opinions" and "Human and Cultural Relations" have not been given any attention in those textbooks.

The results of this research show that the distribution and dispersion of the components of multicultural education based on the criteria of the philosophy for children curriculum are not balanced in textbooks. Therefore, textbooks need to be revised and redesigned in order to avoid cultural one-sidedness and memory-centeredness.

The Islamic Republic of Iran, as the flagship of the modern Islamic civilization, should pay special attention to culture, especially by cultural managers who play a crucial and sensitive role. One of the most important books that can guide cultural managers is Nahj al-Balagha. In this book, the fields of management, methods of governance, and their missions are appropriately explained in the words of Imam Ali (as). This study aims to present the competency model of cultural managers from the perspective of Nahj al-Balagha.

This study, in terms of its applied objective, uses a qualitative and theoretical framework, and applies a library method to extract and analyze data through extracting excerpts from Nahjul Balagha, including Imam Ali’s sermons, letters, and wisdom. The obtained data were then analyzed and categorized through content analysis. To validate the data, semi-structured interviews were conducted with 15 cultural experts and university professors who were purposefully selected through targeted sampling. Finally, the data were classified and analyzed.

The findings of this study from Nahj al-Balagha, which is extracted from Atlas ti8 software, indicate that there are three dimensions that have been categorized and analyzed through interviews with the community of research experts: (a) individual cultural dimension, with self-management and self-efficacy components, religious commitment, moral strengthening, spiritual strengthening, and positive thinking (b) specialized-skills dimension, with components of future orientation, management ability and art, skill and support of employees (c) religious-values dimension, with components of courage and decisiveness of future managers, righteousness, respect for the rights of others, friendliness towards people, and having ideals.

According to the findings, it is suggested that these dimensions should be included in the agenda of policymakers for the selection and appointment of managers, especially cultural managers.

The present qualitative research aims at phenomenology of students’ religious questions and examining the relationship between the type of religious questions and concerns of senior high school students with the content of their religion textbooks (titled as Din-Va-Zendegi textbooks, meaning ‘religion and life’).

For this purpose, the qualitative phenomenological method has been used to retrieve and compile the types of religious questions and concerns of high school students in Kerman. The inductive-thematic-qualitative content analysis method has been used to examine the relationship of the types of students’ religious questions and their concerns with the content of their textbooks (Din-Va-Zendegi textbooks). In the phenomenological part, the research population consisted of female students in the senior high school in Kerman city in 1398-1399 SH academic year. Among them, 44 female high school students were selected, with a consultation of their teachers, by a purposive method as the statistical sample through the criteria of being available and having a concern for thinking and inquiring,  . The data collection tools were semi-structured interviews and students’ self-reports.

Based on the research results, 87 basic codes (subcategories) and 11 organizing codes (main categories) were identified. The main categories of student’s questions and concerns included questions about God, the afterlife, the nature of death, the philosophy of worships, Imam Mahdi, other heavenly religions, and relationships between boys and girls.

In the examination and analyses of religious textbooks in the senior high school considering students’ questions and concerns, the results of the research indicate that there is very little discussion about the concerns and questions of the new generation of students in their textbooks. Therefore, it is necessary to pay more attention to this important issue in the revision and re-compilation of these books.