جستجوی مقالات مرتبط با کلیدواژه "تربیت اسلامی" در نشریات گروه "علوم اجتماعی"

 Educational environments are a place for the development of science, advancement of educational goals and cultural transfer. As a result, the aim of this study was presenting the pattern of school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education.

 This research in terms of purpose was applied and in terms of implementation method was qualitative. The statistical population of this research was managers and professors familiar with the field of research in Farhangian Universities of Razavi Khorasan province in 2021 year. In this study, the samples according to the principle of theoretical saturation were included 8 people who were selected based on the inclusion criteria and with using the purposive sampling method. Data collection tools were included demographic information form and semi-structured interview with managers and professors, which whose validity was confirmed by triangulation method and its reliability was calculated by agreement coefficient method between two coders 0.86. Also, to analyze the data were used from thematic analysis method.

 The findings of the present research showed that for the pattern of school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education were identified 42 sub themes in 11 main themes. The identified main themes in this research were included the principal's respect to new teachers, principle of human respect, principle of dialogue, principle of tolerance and leniency, principle of altruism, principle of piety, principle of moderate rationality, principle of accepting intellectual and religious differences, management skills, interpersonal skills and communication skills. Finally, the pattern of the main themes of the school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education was designed.

 According to the results of this study, in order to improve the school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education can provide the ground for the realization of the identified sub and main themes for it.

Formal and public education has been under the agency and control of governments for a long time People-based approaches in new perspectives and participatory governance in education emphasize decentralization and people's participation and sharing educational authority. The present article tries to explain why and how people-centered in education from the perspective of Islamic education with a descriptive and inferential method. Based on detailed ijtihad studies, this research has come to the conclusion that people (i.e. families, scholars and masses) have educational rights and duties in addition to the government, and the agency and centrality of people in education is an inherent agency. and it is original; It is neither an instrumental agency nor a subject, nor a natural right. Also, in addition to the duty of education, the government is obliged to seek participation and participation in education and provide it for the people. Based on the theory of educational jurisprudence, the model of educational governance is people-centered and based on the educational vala network in a longitudinal and transverse manner, at least as a matter of necessity.

Today, Islamic architecture manifests and evokes a kind of attitude towards the world of existence, which illuminates the intellectual and structural power of man. This article tries to define excellence, culture, Islamic architecture and the teachings of Islam and the capacities of each and how they interact with each other from the perspective of Islam (based on the teachings of Islam), the relationship between them with a practical model in the field of Islamic architecture. and present a definition of Islamic architecture based on the exaltation of human cultural values. The research method is descriptive-analytical-fundamental logical reasoning. Logical inference proves that proper Islamic architecture can have capabilities corresponding to the levels of human existence and existence, and it helps people to find a proper understanding of the levels of the universe by using the values of human cultural excellence. According to the concepts, meanings and symbols of Islamic architecture and human excellence in religious teachings and the principles and rules of Islam in architecture, it can be concluded that the architectural features that influence human excellence are classified into six groups: the source of perfection and the path to God, avoidance of futility Harim, faith in God and Prophets, adornment and avoiding boasting and proper status; Each category takes advantage of its specific Islamic architectural features: multiplicity to unity and unity to multiplicity, dome, minaret, altar, avoidance of futility, hierarchy and introversion, light and centrality, sun, color and inscription, hierarchy and rhythm. And they are influenced and influenced by repetition.

This article has been done in the field of the place of critical thinking in Allameh Tabatabai's educational philosophical thoughts. The purpose of this study is to investigate the dimensions and components of critical thinking and its effects on the education process and to provide implicit educational implications for use in the Iranian education system. The research method is descriptive-analytical and the research community includes all published documents related to Allameh Tabatabai's philosophical-educational ideas in the existing databases; Forms. The method of data collection is library and in the form of analytical activities, summary and presentation of data and conclusions have been analyzed and also in order to extract implicit educational implications, semiotic method has been used. The results show that the components and dimensions of critical thinking from Allameh Tabatabai's point of view include: attention to moral education, questioning and discussion, learning science, self-purification, logical reasoning to prove facts, freedom and authority in criticism. And the study of opinions is Tolerance in the face of problems and issues, rationality and rationality, liberation from ignorance and discovery of facts, and reaching monotheism and nearness to God. Educational implications of the place of critical thinking in the process of education from Allameh's point of view also included various elements of education, including the content of the curriculum, teaching, and the characteristics of the teacher, which, although presented in the context of Islamic thought; In many ways, they are in line with contemporary critical thinking in the West.

This paper analyzes the role of principles and methods of Islamic education in providing social health during the disciplinary period through a descriptive-analytical method. The statistical society is related to the subject matter of the research, which has been done through targeted sampling. In the descriptive section, the information was collected in an analytical method from library resources and recorded in a notebook. In order to answer the research questions, while studying the background sources, the resources related to Islamic education and social health were studied. Findings of the research indicate that the social health approach in the disciplinary period includes social participation, social solidarity, social acceptance and social flourishing, nonviolence, no robbery and theft, respect for the rights of others, life satisfaction and social security. The educational principle of self-esteem leads to social participation, social acceptance, social flourishing and no robbery. The principle of superiority causes social participation. The principle of justice brings about social prosperity, social security and non-violence. The principle of apparent change leads to social acceptance and social security, and the principle of responsibility leads to social acceptance, no robbery and social security.

It is clear that in the global village today, the state of public culture and value systems, without any limits, are affected and changed. The dynamism of any educational system is to eliminate its principles, methods and functions from a static state, and to keep its demands adapted to the changing environmental environment. Islamic education is a thorough and extensive process, which certainly influences the intrinsic qualities of each media in determining their impact on the process, but the precise creation of media, each of which plays a role in the field of education, is not far from reach. In such a space, one should not expect to have the maximum efficiency and effectiveness in the field of Islamic education without having a well-calculated, accurate, and fundamental media plan, or even to be trained. The present study is based on the study of 35 sources in the field of Islamic education, with a general outline of the Islamic education process from the media perspective, following the basic premise for better understanding and better use of media by Islamic education, and ultimately the effective work of the media in this field.

The purpose of this study is to investigate the differences between the attitudes that are most influential in the philosophy of education and learning, namely, the neo-pragmatism of the rover, and, consequently, pragmatism in the western world, especially in the United States, and comparing it with the educational methods derived from the teachings of Islam. The research methodology is qualitative and utilizes library and Internet resources. Based on the research done, it has been shown that the principle of educational philosophy of intransigence is the denial of truth of language truth and the truth of truth, and thus to fill the gaps that cause relativity for It is a matter of principle that this disparity is explained by the fact that one can not explain the individual's origin to the community of a comprehensive educational philosophy, so it proposes the construction of the new language, which is an ideal design. And this is because the future of the future can not be the basis for a philosophy of education that proposes practical principles. Therefore, it should be noted that many studies that are being carried out in the current Iranian educational system and suggesting that new educational philosophies be used to replace educational and literary methods in Iran have many drawbacks. Consequently, without studying the main aspects of any kind of Western philosophy of education and comparing it with the educational philosophy of Islam, which has been many years of humanity and attention to its worldly and spiritual dimensions, can not be a copy for the methods of education in Iran got Although at first glance, these educational methods are applied and effective in Western countries, and the founding thinkers of these schools have a global image and philosophers.

The present study aimed at unraveling the relationship between training, resistance economy and lifestyle in Islam. To reach thispurpose,this article investigated the Islamic viewpointoneconomy based on Quran and a variety of hadith and narrations from the prophet of Islam (PBUH) and his household, as well asIslamic scholars. The study followed a qualitative method. It collected the required information about its three main concepts from reliableresources,then the key terms of the study were defined based on the gathered data and analyzed to investigate the relationship. The findings of the study revealed that resistance economy, to a large extent, is the Islamic approach to economy, but has been overlooked in ourcountry. Consequently,Islamic lifestyle (regarding cultural and economiclife) had encountered a lot of problems.Based on the results of this study, it is recommended that economic planners become familiar with the theoretical principles and methods of Islamic economyand design powerful economic organizations and structures based on them. Furthermore,all members of the society should be trained based on Islamic approaches to economy.As a result,proper Islamic behavior is disseminated in the society and can be expanded tocover the economic lifestyle in Islamic culture and civilization.

The wills of the martyrs are different from the usual concept of wills. They contain aspirations, beliefs, as well as the expectations of the writers from the community and the future generation. Martyrs demand what should be in front of what it is. For this reason, in their written works, the road map is mentioned in various dimensions. Education as one of the dimensions of human growth and prosperity is clearly visible in the wills of the martyrs. The extraction of the martyr's educational outlook is somehow a matter of religion and also, it is necessary to clarify their educational concerns and their use as part of the curriculum. The present paper is written based on documentary research and deep content analysis in order to analyze the wills of the martyrs of Kermanshah province with the aim of achieving their educational outlook. To examine this view, two paths have been followed: First, awareness of the educated views of the martyrs that is explicitly expressed; second, familiarity with the educated personality of the martyrs which is possibly based on the comments, recommendations and descriptions of their work in the text of wills. Every educational issue in the will is known as a proposition and the soul of every proposition is also a key factor and a reverse code is derived from a number of key factors for each question. The findings suggest that the martyr's educational outlook is very close to the educational teachings of Islam and is purposeful. In general, in defining the educational outlook of the martyrs, the provision of the wills in accordance with Islamic education has provided the necessary implications for the conclusion and interpretation.

This study has been conducted with the aim of investigating the parents› capabilities for shaping the life style of kindergarten children and the children›s capabilities for the acceptance of religion. To achieve that goal, some religious and psychological texts were analyzed. The necessary information was collected by the library method and then obtained concepts were conceptually and theoretically analyzed by the methodology of religious texts study. The most important results are as follow: the emotional aspect is very important in religious topics; the game and its capabilities have a significant role in training and educating the children; the observational learning, which is the main kind of learning of children, should be used in shaping the children›s life style; and the children›s memory capacity, which is a capital for their future, should be taken into account and filled with appropriate content.

Purification and education are two key concepts in Islamic education and some original words such as educator and teacher will mean based on these two basic words. The purpose of this study is to clarify the priority of purification on education, expressing some characteristic of educator and differences between educator and teacher and identify the types of features based on the Quran and narrations. In this research descriptive-deductive method is adopted. The results show that "purification" is a double-aspect term. It has a negative aspect which means removing evil and a positive aspect which means development and spiritual growth. Its priority on education is ranking Priority while not diminish the importance of education. Each teacher, if only pay attention to education cannot be a good and valuable teacher, but each educator must also be an academic and professional teacher. Another important thing that must be considered is that in Islam there is not serious difference between teacher and educator, but there are some exact intricacies in their essential characteristics such as Consistency of vision and psychological insight between the educator and trainee or teacher, honesty in practice, having a good character, effective communication and scientific qualifications, that this study dealt with.

Islamic education has some different aspects. Ritual Training is one of these important aspects. One of the things that parents and educators are faced with in parenting is juridical rule (Fatwa) of wakening children up for prayer. This article examines the issue from the perspective of "jurisprudence of education". Accordingly, eight reasons - which are logical reasons, general rules and traditions- Checked out to show whether wakening children up for prayer it permissible or not? Finally, after showing that the rational arguments and also general rules are not reasonable or acceptable, we received to "recommendation (and in some cases obligation) in this regard, According to some special narrations and also evidences for priority of education.

Parenting had been one of the serious issues for Parents from the beginning of the creation، and its styles have studied in the last decades by behavioral sciences. Parenting based on jurisprudence is the idea that this research seeks to explain. This idea is entitled as «parenting jurisprudence» and we should try to receive to a complete meaning of it. to receive to this purpose، first of all we have a pathological review on the parenting styles among Islamic thinkers in Islamic history and society، then by analyzing nowadays damages of parenting، try to show necessity need for specialized «Islamic education» and then the scope of ''parenting jurisprudence''. After that، by limiting the concept of «parenting jurisprudence»، the author''s will try to explain «parenting jurisprudence» based on a verse and an authentic tradition to show the Islamic texts capacity about this branch of jurisprudence.

The kind of insight to the human being and believing in his characteristics and capabilities that can lead him to ultimate growth and excellence in his educational endeavors are among the most important issues in education. Imam Khomeini, with respect to educational and guidance viewpoints of Islam about individuals, and ontological issues drawn from Islamic teachings, has interpreted and analyzed educational principles based on innate structure and goal oriented creation. By studying Imam Khomeini’s educational viewpoints, it can be concluded that the most fundamental issue in educating human beings is recognizing the anthropological principles of education. By knowing human innate characteristics, educational objectives can be identified, general educational principles and do and don’t of education can be explored, and further smooth the educational pathways. In this article, seven anthropological principles of education and their applications are discussed.

Transformation of the curriculum of the humanities with Islamic and native approach has been one of the main concerns of senior managers of the political system, scholars and academics in recent years. Transfer of liberalistic and secularistic views and values, inconsistency with society’s needs and outdatedness of the topics are the main sources of concern and emphasis on reconsideration of curriculum. This paper is an attempt to assess the possibility of Islamization and indigenization of the approved curriculum through evaluation of its present condition and on the basis of the existing educational knowledge. In order to do so, three questions have been brought up for evaluation: 1. what are the strong points and weaknesses of the existing curriculum of educational sciences in undergraduate courses and the text books currently being taught in universities? 2. Considering the answers of the first question as well as native and Islamic knowledge produced during the past 20 years (following the ratification of the curriculum), to what extent indigenization and Islamization of educational sciences have become possible? 3. What factorshavecaused the plan of Islamization and indigenization of the curriculum not to be implemented rapidly after its approval? The research method in answering the first question is descriptive and documentary, for the second and third questions descriptive-analytical and descriptive-critical methods have been employed respectively. Findings of this study show that the ground is somehow paved for revising the curriculum and the text books with this difference that revising the content of the curriculum dealing with general, historical, philosophical and narrative-interpretive nature is more feasible than those topics with empirical, prescriptive and methodological nature.

Mankind’s life has always been twixt with culture and a society which does not possess its own specific culture is dead. In order for a dynamic culture to evolve, it must have the capacity to exchange and interact with other cultures and absorb their positive elements. Therefore, all cultures must be in interaction with one another but it so happens sometimes that a political or economical group attacks the cultural foundations of a nation in order to reach its ends and enslave a whole nation. Thus, it imports and imposes new beliefs on the culture and national beliefs of the nation to replace them. In this case, making the generation resistant, solidifying it against conspiracies and fending off any assaults on the family are made possible by properly educating children. The present article aims not only to illustrate the role of the family which is the most important unit of society and an effective agent in transferring culture but it also examines the cultural assault tool and ways of confronting it. Additionally, it introduces some of the important indicators and features in this confrontation. The study results show that since human beings develop their identity and character within the family and that they can attain spiritual and moral perfection in a healthy family only, therefore, the family is not only conducive to perfection, peace and character-building but it also plays a very crucial role in basic developments. Religion, education and government are also affected by family function. When it comes to confronting cultural assault, the family can also demonstrate its very vital role in society especially Islamic society.

The article has made an attempt to study the quality of Islamic education; however, it is still open to this question: "Can Islamic education be a science?" Discussing different meanings of education, the following article also examines the aspects where it can be referred to as Islamic education science and it accounts for the major obstacles on the way of each approach. It specifically challenges the inferential approach and maintains that this science, being experimental or narrative, comes across variant religious interpretations, judgments and justifications, lack of a sound methodology, lack of transparency in concepts and hermeneutic issues. The article eventually recommends Islamic education as a process rather than a science where it has a lot to say.

The human being is extremely vulnerable to crimes and corruption and likely to show immoral behavior when exposed to them, while the education aims to substitute evil and wickedness with good and prosperity. To manage how one behaves himself/herself and others, Islam provides clear and proper plans and norms including "punishment of the violator". The present article attempts to explain the concept of punishment, its conditions and variant types. Considering the issues raised in the article, close adherence to the conditions of punishment based on Islamic decrees can be viewed as one of the most essential and effective means of education to ensure the prosperity and welfare of the society.