فهرست مطالب nikoo dialameh

The aim of this research is to provide a conceptual framework of social education. For this purpose, the systematic review method has been used. In the stage of data collection, in the first step, a search was made with the keyword of social education in four reputable and famous domestic databases in the humanities (Ganj, Human, Jihad Academia and Alm-Net) and the number of 784 research works was found. Related (theses and articles) were identified. In the next step, 61 works were selected by examining the researches in the framework of certain criteria during a systematic process. In the data analysis stage, firstly, using the scope study method, the selected researches in social education were described and categorized, and the volume of studies and the main themes of the subject area were shown. After that, the conceptual network method of information, which is a combination of various types of research, was used, and as a result, four general components in social education were obtained, which are: "Human relations based on divine ethics" with two indicators of  justice and benevolence. "Compassionate encounter with cultural intellectual heritage and social issues", "right-oriented consensus", "social participation", each of which has sub-components in the three domains of "cognitive", "motivational" and "behavioral", and their relationship is also displayed in a model.

The present study, with the aim of designing the role model of educational leadership in the guidance-ability of students, has sought to outline the process of guiding students and find strategies to create that process in school.

The method of this research is the grounded theory (Strauss & Corbin); Its study population, the verses of the Holy Quran and the educational activists; Its sampling method is theoretical, purposive and convenience sampling; and its research sample, sixteen people of educational activists, were the verses related to the conduct (Prophetic biography) of Prophet Noah (114 ayah) and the conduct of Prophet Ibrahim (30 ayah) and the honorable verses related to Guidance-ability (78 ayah).

In this research, in the first step, the factors and obstacles of guidance-ability were extracted from the Holy Quran, which resulted in obtaining 19 factors and 40 obstacles for guidance-ability, which are divided into two sections: "External Factors and Obstacles" and "Internal Factors and Obstacles", and The second part was organized into three categories: insight factors, tendency factors and active factors In the second step of the research, by using the Holy Quran and interviews with educational activists, the core category, educational leadership strategies for enhance student’s capacity to accept guidance and context conditions was obtained, the result of which was the determination of the "Guide (Hadi) Leadership Style" as a core category, Presenting 23 general strategies - in the three axes of "Hadi's educational strategies", "Hadi's management strategies" and "Hadi's environmental strategies" - and 11 specific strategies; And drawing background conditions in three sectors of formal, semi-formal and informal institutions.

According to the findings of the research, it can be said that educational leadership by using the “Hadi leadership style” and implementing guidance-ability strategies will be the foundation for the creation of guidance-ability in students.

The purpose of this research was to achieve the educational components of orphan students by using the lived experiences of educational leaders in Shahid schools.

The current research was conducted as a qualitative study using interpretive phenomenology method and interview tool. The research population included 11 educational leaders of Shahid elementary schools in Tehran in the academic year of 1400-01, who were selected using the criterion sampling method. In order to analyze the findings, Smith's interpretive phenomenological method was used.

The results of semi-structured interviews with educational leaders in the form of (5 general themes, 19 partial themes and 57 basic themes) including educational strategies (paying attention to educational principles, strengthening social-cognitive skills, paying attention to individual differences, education multi-dimensional, kindness to the orphan and Ikram the orphan), support system (all-round support for students and families), strengthening the educational performance of educational leaders (group synergy of educators, educational sensitivity of educational leaders, training of educators and attention to the importance of selecting educators and teaching staff), strengthening the communication network (strengthening the sense of belonging to the school, flexibility in relationships and strength in relationships) and the weaknesses of the support network (weakness of planning in the fields of education and training of teachers, weakness in financial support and communication network).

The results of the present study indicate the lack of attention to the issue of orphans in the upper documents of the education system and the necessity of empowering educational leaders in the amount and type of attention to the educational and educational needs of orphan students, especially in witness schools

The purpose of the current research is to identify the components of transformational leadership based on the biography of Prophet Ibrahim (PBUH) in the Holy Quran with considerations in the field of education. The qualitative method of text analysis was used to conduct the research, and the source of data was the Holy Quran and specialized management and Islamic texts. In the first part of the article, specialized management resources, theoretical foundations, and research background in the field of transformational leadership are examined, and the second part, identifies the components of transformational leadership in the life of Prophet Ibrahim (PBUH), the verses and narrations related to his life in the books A commentary has been reviewed and quoted. Based on the findings of the research, the components of transformational leadership can be divided into three main areas: First, the characteristics of the transformation agent (including honesty, expressing love and respect with determination, knowledge and awareness, and courage and bravery). ; Second, the driving factors of the transformation process (including starting at the individual and relative level, paying attention to personal gains and losses, identifying threats and risks, expressing strong arguments, reasoning skills, referring to nature and reason, using methods). Accompanying to encourage the audience to think, using the step-by-step method, acquitting the opinion and not the opinion owner and using questioning literature). Third, the factors inhibiting the transformation process (including the fear of weakening interests and power, misplaced prejudices, ignorance, and the illusion of being harmed by transformation). As a result, educational leaders at low levels, like prophets, have a serious mission in the field of reforming and guiding society and creating transformation in it. The necessity of transformation in the field of education is the existence of transformative educational leaders who, in addition to having special characteristics, pay attention to promotional and inhibiting factors and use them in their educational programs.

This study aimed to investigate the components of agility in educational organizations. The research method was qualitative content analysis. First, by examining the documents in a deductive way, the components of organizational agility in the management literature were identified, and then through semi-structured interviews, based on the opinion of experts in the field of educational management, it was qualitatively validated. The purposive sampling method was categorical until the saturation limit and the number of interview samples was 12 people. After the interview and according to the experts, the components were classified into 5 general components and 15 minor components. The main components are: managerial, organizational, human resources, customer-related, environmental and sub-components are: Method Management, system view, organizational structure, process improvement, technology, flexibility, monitoring system, competence, creativity, training and upgrading of human resources, needs assessment, responsiveness, speed, anticipation, and seizure of opportunities, virtual organization. Based on this, it is concluded that educational organizations, like other organizations, not only need the agility characteristics the organization to maintain and survive in today's changing environment; Rather, they are required to have these capabilities to make the best use of environmental opportunities at the right time.

The purpose of this study was to explain the process of acculturation based on Islamic teachings with emphasis on the role of schools.

This qualitative research was a hybrid one conducted in three sections: theoretical analysis, fieldwork and final analysis. In the first part, the content analysis method was used and in the second part, the interview method was used. The third part was the analysis of the findings in two parts. The research community in the section of content analysis was the Holy Quran and in the second section, the principals and teachers of the junior high schools of Tehran in the year 1400 SH. Samples were constructed in a purposeful manner until the saturation of the categories with 14 people in a semi-structured interview method. The collected data were analyzed through content analysis and open, centralized and selective coding.

In the first part, using content-inductive-deductive content analysis, the components of the process of acculturation from the biography of the first prophets in the Quran were identified and classified into 4 categories. At a higher level, each of them was classified into three areas (cognitive, emotional and practical), including: 1. acculturation strategy with emphasis on monotheism with indices of prophetic behavior. 2. preliminaries including cultural studies, audience, empowerment and having an organization, proper timing. 3. Principles such as endurance and tolerance, preserving human dignity, internal commitment and liability, explicitness, and clear message. 4. Methods of institutionalizing values, including invitations to reasoning and giving motivation. In the second stage, based on the components of the process of Islamic acculturation and interviewing, and coding, two categories of roles were identified for schools. 1. Educational role including direct methods (practice and repetition in the gradual process), semi-direct (discussion, debate), and indirect (learning based on experience and action) 2. Giving motivation including cultural self-believing methods, persuasion method and the like.

In the last stage of the research process, it was concluded – based on analysis and synthesis of the theoretical data, - that the teacher should strengthen, based on the principle of love in the process of acculturation, the spirit of monotheism in himself and in students by interacting effectively with his pupils to play a greater role in the process of acculturation.

Abstract The belief and value system of each school are important sources in determining the goals and principles of education and deciding about the curriculum. Since the lawfulness of society as a Qur'anic theory is an integral part of the monotheistic belief, it is necessary for Islamic education authorities to take it into consideration.The main idea of this theory is based on the relationship of social events with human actions, a fact that reflects both the position of man in the realm of existence and his active role and the consequences of action during life events.The findings show that some of the implications of this theory in the area of educational goals are: strengthening the belief of educators in the rule of law over human society, enabling the discovery of relationships between events and human action; Active exposure of educators to social events (whether intervention or action to prevent, control or benefit); The implications in the field of educational principles are: the principle of internalization of unity of acts (Tawhid al-af'al) among educators and the need to address it in the curriculum in addition to theoretical monotheism, the principle of raising awareness and developing analytical skills of educators towards social events - in order to find meanings and discover relationships, the principle of foresight and avoidance from a present-bound view among educators. Also, some proposed educational methods have been expressed.Key words :lawfulness of society, educational implication, research implication, Quranic theory

In any society, depending on the approach of the government, from dictatorship to democracy and religious democracy, the goals of political education change and extend from a range of socialization to education. The outputs of the political education system also vary according to the approach chosen in each state: individuals may be obedient to society's values ​​and passive in reform, or they may develop into human beings who can develop society's values, contribute to society's change, and Participate in improving social and political conditions. In the model of Islamic government, which seeks to guide human beings according to the divine order in the religion of Islam and aims at this issue, political education emphasizes different components of other types of government and wants human beings to function and play with the desired Islamic criteria. To create in the Islamic society. The present study was conducted by qualitative content analysis method and by extracting the relevant codes from the content of Sadr's books, seeks to find the components of political education from the perspective of this Islamic thinker. The statistical example is a number of first-hand works of Martyr Sadr, whose political thought is related to issues related to the construction of Islamic civilization, and all of his remaining writings have been selected from a large community. Findings of the research after in-depth study and three stages of coding and classification, show that the components of political education from Sadr's perspective can be presented in five general categories: components of education are purpose, context, companions, learnings and care. Each of these components also contains several related sub-categories: the goal is divided into three categories, the facilitators are divided into six categories, the companions are divided into two categories, the caregivers are divided into two categories, and the learnings are divided into two categories.

Effective teachers are those who are able to change the cognitive, emotional and functional aspects of their students. The current study is an attempt to investigate the Islamic guidelines to the competency components of such teachers.

This analytical-deductive research is textual and sociological analysis of the authentic books of the Hadith of the Ahlul-Bayt School of thought. In this regard, the components of the effectiveness ofthe text of the narratives that were directly or indirectly related to the learning and teaching were extracted and presented in the form of conceptual concepts and categories.

The findings revealed 27 competencies in 5 areas: attitude, value, knowledge, behavior, and action which were of cognitive, emotional and functional qualifications. .

In the Islamic model, attitude and value are infrastructural competencies while knowledge, behavior and character are the superstructural competencies. Also, each of them includes subcategories, such as: viewing knowledge as a blessing and gift, an enthusiasm for humanization, the effectiveness of knowledge, divine motive, creating trust, freedom, promoting critical thinking, avoiding arrogance, admitting academic insufficiency and etc. among effective teachers.

Systematic review of factors affecting students` responsibility with emphasis on the role of the school Zahra Ahmadi Zamani Akram Goodarzi Nikoo Dialameh Abstract The purpose of this study was to identify the factors affecting students' responsibility at school. The research method was meta-analysis. Data were collected by reviewing existing literature and theoretical background (37 papers and 45 theses) and subsequently data analysized and categorized through a qualitative method- content analysis- with three levels of coding (open source, subcategories, categories). Based on the contextual interpretation of the textual data, the findings indicated that the external environment, including family, social, economical, political, and cultural environment, is influenced on the internal environment (personal-hereditary characteristics) and this process creates responsibility. Specifically, the school environment, having three educational, nurturing and organizational processes, is responsible for students' responsibility and respectively the following factors were effective on students' responsibility: teaching method, course content, student participation in the school, their motivation, religiosity, discipline, teacher characteristics, Socioeconomic base, self-esteem, flexibility, leadership style, social capital, identity, warm communication, assertiveness, sense of security, sense of belonging, affection, self-management, social perception, equipment, fairness, encouragement and individual characteristics. Finally, it is concluded that teachers and instructors should pay attention to using identified factors in the school environment and continuously manage and direct the role and impact of environmental contexts (outside and within the school) and encourage their active participation in the student responsibility process. Keywords: Responsibility, School Role, Systematic Review, Students

This research aims to identify the components of extra-role behavior in educational organizations with an emphasis on the educational teachings of Islam. The research method is both qualitative and quantitative. The statistical population of the research consists of two parts: a) the Holy Quran, Nahj al-Balaghah, and management books; b) specialists of educational management, educational sciences and Islamic knowledge. The data sampling was targeted in the first part, the sources were studied in depth, and the data were continuously analyzed using categorization and coding, and the categories were extracted. Then, in order to confirm the appropriateness of the categories to the objectives of the research, the viewpoints of 32 specialists in educational management and educational sciences and 20 specialists in Islamic Education were collected by two researcher-made questionnaires and analyzed using descriptive statistics. Cronbach’s alpha of the questionnaires were calculated 0.797 and 0.896 respectively. The finding show that the components of extra-role behavior in the knowledge of management are as follow in order of priority: gentility and respect, endeavor, perseverance and enthusiasm, social customs, self-development, self-affirmation and collaborative behaviors, development of positive attitudes and constructive tendencies, organizational conscience and organizational obedience, individual initiative, organizational involvement, organizational loyalty and nobility. And the components of extra-role behavior in the teachings of Islam are also as follow in order of priority: consolidation of friendship links and removing interpersonal indignations; focusing on giving increasing beneficence; transcendental response; targeted assistance; covering the imperfections of the individuals; providing spiritual support; avoiding revenge despite having power; paying attention to those who express their needs; goodwill; pre-demand assistance; empathy and sympathy; striving and endurance beyond expectations; avoiding magnification of problems; separation ability; active and constructive role in criticism and suggestion; strengthening spirit and vitality; showing respect and veneration for the individuals’ personalities. There are similarities and differences between the components of extra-role behavior in management and Islamic contexts. Therefore these components can be studied on a comparative basis regarding the triangle of support, development and innovation.

The present study investigates happiness and its causes in schools and specifically identifies the objects of happy school curriculum based on the Islamic instructions. This paper is a qualitative study with inductive-deductiveapproaches and has been prepared with content analysis method. This means that the review of the related studies, in the fields of psychology, education and Islamic sciences, the studies related to happiness, its factors and the objects of happy school curriculum based on conventional knowledge have been identified. In the following the traditions associated with the happiness factors in Islam were collected, analyzed andobjects of happy school curriculum were defined based on Islamic teaching. The results of this paper represents that the objects of happy school curriculum include three aspects of cognitive, attitude and skill proficiency. compare the results in two views showes that some components based on Islamic teachings not be found in conventional knowledge. Managing emotions and propensity , Satisfaction of divine destiny in different situations are like these.Other differences between the objectives of happy school curriculum in Islamic view and conventional knowledge are integration, aggregration, specificity, clearness of aims based on religious teaching.

The purpose of this article is to achieve ways to prevent conflicts of a negative and ineffective organizational nature. This article is a descriptive-analytical method for studying religious teachings. The Holy Quran, and authentic books of traditions have been the sources of  this study. The research findings show that Using three cognitive, emotional and behavioral techniques One can change the attitude of people. And prevented the occurrence of ineffective conflicts. The desired cognitive techniques of Islam are Understanding the goal, Understand the situation, Awareness of responsibility, The need for answering, Understanding the Importance of Time. Emotional techniques including Strengthening the spirit of brotherhood, Strengthening the spirit of constructive competition, The development of healthy communication and its accessories, Behavioral techniques including: Establish justice by managers, Criterion,  Clarifying rules.

Paying attention to educative role holy Quran in human life and Its considerable influence on the guidance indicates that in addition to effectiveness of its content, it’s applied method has special importance and should be observed. This article attempts to extract functions of question in the process of education, in addition to clarify its special position, by reflection on Quranic questions and by analysis of technical-formal language. Results demonstrate that interrogative literature in holy Quran is a strategy including of numerous functions with the goal of addressee’s education: making connection with subject, creating cognitive tension, revision of viewpoints intuitions in the field of inward change, elimination of neglect and reminding of innate and rational axioms, expansion of views regarding to facts, emotional excitation, presentation of proofs for claims, notification regarding to communicational position, declaration of intellectual contradictions of addressees, detection of faults and help to changing function, opening fields of thinking. These are several educative functions of question in holy Quran that totally present special strategy for teaching and education.

This research is intended to identify factors affecting trust-making among the people in organizations from an Islamic point of view. Having reviewed factors relating to trust-making in organizations from the viewpoints of scholars, the issue was investigated from an Islamic viewpoint. This qualitative research was conducted by document assessment. Content analysis and open coding were employed for data analysis. Research population included related verses of the Holy Quran, and especially the traditions. The results indicated that the following factors significantly affecte trust-making from an Islamic point of view: truthfulness, thoughtfulness, proper competency, useful background, preciseness and transparency, loyalty, graciousness, purposefulness, and consistency. The results also revealed that the identified factors derived from Islamic teachings were basically different from those of management. The differences relate to worldview, anthropology, purposes, value system, and administrative guarantee.

Extra-role behavior is a voluntary behavior that goes beyond the formal expectations of the role and is not identified directly by the formal reward systems of organizations. The goal of this research was to identify the Preparatory antecedents of extra-role behavior in educational organizations from the viewpoint of holy Quran. The method was examination of evidences and documents and analysis of qualitative content by the inductive-deductive method. Accordingly, the required data had been collected from holy Quran and the categories (antecedents) had been determined. According to research findings characteristic antecedents are at three levels including: cognitive, affective and behavioral. Believing to God and predominance of His knowledge and power over the world, believing to resurrection and recording of actions and rewarding system, believing to limitation of opportunities, having transcendental goals, freedom and lack of dependence to the world, responsibility toward others, tolerance power and Breadth of heart and ignoring useless affairs. Organizational antecedents at two levels of contact with manager and organization personnel including: Domination of deep affective relationships in organization, modelling of managers, appreciation of performers and esteeming extra-role behavior.

The conflict between rationality and devotion is rooted from an inappropriate comprehension about status of reason in epistemic system of religion and also being unfamiliar with pure and vital educations. Although some of the educations from the Divine Book have devotional prospects and are out of the reach of conventional reason، pondering in verses indicates that this does not mean digressing from reason and devotion. Epistemic geometry of Hujurat Surah which involves religious lifestyle and etiquette is a multi-dimensional pyramid، from which one dimension takes a look at the behavior of God''s servants، another dimension takes a look at the followers'' behavior with Gods'' Prophet (p. b. u. h) and the other dimension looks upon the behavior of faithful people with each other. The thing that is glowing on the peak of this pyramid is rationality of its propositions and leading the audience toward devotion. Reflecting on simple substances، contents and style of the Surah along with style of speech، the present article shows that how these verses، on the one hand، have rational propositions and on the other hand، how they provide the ground for human reason to achieve the truth، assistance، and then، to develop them. Arguing sentences، tangible metaphor، credit provisions، change of addresses، and conceptual boundaries are the methods of providing this ground.

Design or established rules governing the phenomena of the world are not just limited to the nature and mere experimental rules, but can include also some social or historical traditions. These traditions which are called "Sunnah of Allah" (Allah's Traditions) are assigned to Allah and show the continuous act of Divine to individuals and societies. Among these traditions Toufiq can be named according to which some individuals may be met with especial grace and care of God to receive more from their Lord. The present paper tries to study the way of act of this tradition in human being in such fields as knowledge, intuition and the power of doing the best in troubled and difficult situations. The paper also explains the standards of Tougiq tradition which are: endeavor for the sake of God, satisfaction, stamina and assiduity, penitence for the guilt and prayer and asking God for success.

All kinds of human knowledge are communicated by a language and through words which contain concepts. In all sciences، researchers should communicate concepts through words and statements which may be easily explained and described، and their limits may be determined in an easy manner so that the researcher may be able to communicate meanings and concepts، as he has them in his minds، to the audience. Development and growth are among concepts which are used in various fields without paying a real attention to their conceptual content. This is important since in transmitting a concept from a culture to the other، fundamental differences are of influence in internalizing it and making it functional. In the present article، to make a comparison about the human growth and development in the intellectual framework popular in the West، the authors have redefined these concepts in the intellectual framework of Islam.