faezeh faezeh nateghi

The purpose of this article is to "identify the components of religious democracy and examine its place in the curriculum of junior high school."

The present study is a qualitative study that has been done with Thematic analysis and content analysis approaches. Statistical population includes: books, articles, dissertations and dissertations related concept of religious democracy (358 cases, used by targeted sampling of, 187 cases as sample size) And also Persian courses, celestial messages and social studies related seventh, eighth and ninth course in the first secondary school (include 192 lessons selected using the whole number as sample size).

Findings showed that there are 9 main components in religious democracythe following titles: 1. civil participation; 2. civil religious freedoms; 3. The right of the people to rule and the right of the people to rule; 4. Council and consultation; 5. Equality and justice; 6. respect for citizenship rights; 7. The rule of religious rules; 8. Promoting rationality and civic aware; 9. national authority and unity. It can alsosaid that the concepts associated with religious democracy components are listed 220 times in Persian books, 277 times in social studies books and 173 times in books e celestial message.

The results showed that less attention was paid to the componentsreligious democracy in students' curricula. Also topics related Informed civic participation, Religious-civil liberties, Council and consultation, Equality and justice, Observance of citizenship rights, Promoting rationality and civic awareness and national authority and unity should be further considered in students' curricula