جستجوی مقالات مرتبط با کلیدواژه "اصول تربیتی" در نشریات گروه "علوم تربیتی"

The purpose of this article is to present a conceptual framework for the analysis of implemented curriculum based on the human agent theory and the characteristics of elementary classrooms in order to provide grounds for the implementation of the aforementioned theory in the classroom. The research was conducted in an inferential way by examining about forty sources related to the theory of human action. Forty-four principles resulted in six dimensions of "teacher's educational end", "teacher's knowledge", "Awareness of the student", "method", "content", "teacher-student emotional relationships". in the dimension of "teacher's educational end " six principles, in the "teacher 's knowledge" and the "Awareness of the student", each one of the principles in the dimension of "Method" teaching, evaluation, class management, encouragement and punishment and behavior with difficult students' components were found nine, four, nine, three and four principles. in the content dimension, four principles and in " teacher - student "emotional relationship" were mentioned three principles. If the teacher can act based on the principles derived from this article, he can cross the narrow border of the agent student and the confusion of the class; Because the first and most important challenge for teachers in the classroom is classroom management and how to implement the curriculum in practice.

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.

The first step in repairing an unfavorable situation of a society is to change both the education system and its basis, namely human beings. Therefore, For this aim, the present study to infer the Educational principles of desirable internal changes in the inner aspects of personality(such as beliefs, desires, and emotions) so that people can receive these trainings and use them as a practical guide in order to make a desirable situation at  both an individual level and a social level.

This study was performed through the inferential method with Frankenna reconstructed model. The study population consisted of the authentic sources of Islam, including the Holy Quran and “Noor” and “Al Mizan” interpretations. The data were collected after reading the texts and taking notes.

The results demonstrated that based on the Holy Quran, mankind as a free and independent personality is able to consciously and eagerly choose the path of change in the desired direction and attain God's Nearness that is the ultimate objective or goal destined for human beings.

the educational principles are: Belief in the Existence of a Consious God, Belief in the Resourrection, Gradual and Step-by-Step Change, Standardized agency, liberty, , Honoring Human Personality, responsibility, Pay Serious and Active Attention to Nature, :, Grounding for  Desired  Change and Grouth, using the tools of knowledge.

The purpose of this study is to study the Qur'anic concept of benevolence (Ehsan) and to extract its principles and functions for today education. In this article, first the lexical and idiomatic meaning of Ehsan in dictionary books has been examined, then according to the relevant verses in the Qur'an, the meanings and examples of this word in the Qur'an have been mentioned. This research has been done with a qualitative approach and using the method of library data collection and analytical-inferential method. The research population included all Quranic verses related to the research topic and other related documents in the form of books and articles and the sampling method was purposeful. Findings show that due to the wide application of the concept of benevolence in the Holy Qur'an, and the strong emphasis of Qur'anic teachings on this value concept, benevolence can be considered as one of the axiological foundations of education. Doing good to others, doing good and perfect deeds, and doing good deeds and righteous behavior can be considered as general principles or rules that guide the practice of coaches and trainers in the training process. Ehsan's educational functions include promoting the social dimension of Hayat Tayyeba, its complementary function on the value of justice, interactive and two-way function, transcendental function, pragmatic function and analytical function are the educational functions of Ehsan Quranic concept.

In the life of educational management science, it is observed that educational organizations, like other service, production and industrial organizations, are considered, while if educational management moves towards managing the elements governing education and training, it will achieve its ultimate goals. To this end, the researcher is trying to answer the question of how educational management has been in the life of the Messenger of God. The method of this research is qualitative research, content analysis. The population and example of this research was the verses related to the life of the Holy Prophet in the Holy Quran, which was also interpreted by Al-Mizan to ensure the accuracy of the interpretation of the verses. In order to answer the research questions, the obtained data were coded and the topics were classified into three axes: ultimate goals and principles and methods Thus, in the ultimate goals, an ultimate goal of guidance (exit from darkness to light) and a sub-goal called eloquence (completion of argument) were achieved. In the principles, the five principles of warning (awakening), reminder (reminder), evangelism (perseverance), reference to the source and modeling were determined. In the method, four methods of reciting verses (or transmitting truths and making them objective), cultivation (or purification and growth), teaching the book and rulls and teaching wisdom were identified. What can be considered in this research is its systematicity and its degree and stage and its function in accelerating growth and removing deviations from the educational system so that the principles and methods all serve the ultimate goal.

Mystical education is the deepest and most esoteric reading of religious education in which the mystic with deep wisdom, and esoteric and pure refinement of truth and amour, seeks to discover a unique truth and a eternal connection to this truth. Allameh Hassanzadeh also considers man, who is the manifestation of the universal name of God, as a single truth whose body is his descendant rank who has no more than one identity and personality, which is interpreted as me and Anna and the like. He considers self-knowledge to be the way to reach this unique truth. This research seeks to explain the goals and principles of mystical education, which claims to provide the most certain way to achieve truth and the highest spiritual education. In this research, with the help of documentary technique and conceptual analysis, the basics of type one and two have been identified; Then, using the inferential method and applying three practical analogies, the ultimate goal and intermediate goals and principles of mystical education based on the anthropological views of Allameh Hassanzadeh have been identified. The ultimate goal of mystical education is "perdition in God and survival in God". And some of the most important intermediate goals of mystical education, knowledge of God, cultivating a good temperament, health of body and soul, strengthening the rational soul, presence in the presence of God, realization of two theoretical and practical powers of man, constant ascent, gaining spiritual sustenance for life and conduct Is. Also, self-knowledge, moderation, poverty alleviation, desire, manifestation, evacuation, evacuation, literature with God and gradual completion can be mentioned as some of the most important principles of mystical education.

The purpose of this study is to explain the concept of spiritual education for children (S4C) and its principles with an emphasis on the Theoretical Foundations of Fundamental Transformation in the Formal Public Education System of Iran, and exploring the opportunities and challenges of e-learning for it.

This is a qualitative research, and its statistical population consists of the document of Theoretical Foundations of Fundamental Transformation and all available texts and resources related to the concept of spirituality and spiritual education for children as well as e-learning. The statistical sample was selected through purposive means. Then, using the method of transcendental analysis, the concept of children's spiritual education according to the Theoretical Foundations of Fundamental Transformation was explained, and using Frankena’s deductive model, three important principles of children's spiritual education related to its cognitive aspect were inferred and explained, and then, using descriptive-analytical method, the opportunities and challenges of e-learning in achieving the mentioned principles were discussed.

The results of the analysis showed that the spiritual education for children (S4C) focuses on the knowledge about Allah as the source of spirituality, nurturing the child's spirit and inclinations towards Allah, and the realization of a ‘Purified life’ in all aspects of the child's life. It was also clarified that the three important principles of children's spiritual education in its cognitive aspect are: the principle of cultivating correct thoughts and beliefs about Allah as the source of spirituality; developing the child's perspective on the beliefs and spiritual possibilities of his/ her religion and other traditions and religions; fostering the children's critical thinking. Furthermore, developing children’s spiritual literacy through open sources, access to reference human resources with the least restrictions, and creating spiritual communities are some of the opportunities of e-learning for S4C. Also, empowerment of teachers and management of children's educational process, their need to have the necessary attitudes and communication skills in e-learning, the monitoring and guiding learners' participation, and understanding distance learning from children’s viewpoint, and evaluating and guiding children towards self-direction are some of the major challenges of e-learning for S4C.

Children should acquire the necessary spiritual literacy in the field of spiritual education based on the Theoretical Foundations of Fundamental Transformation so that they can act wisely and consciously about their spiritual orientation. In this regard, e-learning opportunities can be used to overcome its limitations and challenges for the spiritual education of children.

This research is intended to identify the educational principles of rational reasoning in Quranic teachings. Rational reasoning involves a conscious process for the achievement of specific goals, performed through rational propositions. The main question regards the educational principles of rational reasoning on the basis of the calling of the prophets in the Holy Quran. This research follows a qualitative content analysis through inductive method, which employs open coding for data collection from the Holy Quran through which the principles are identified. The most significant findings include: truthfulness and realism, selective acceptability, avoidance of ultrarational themes, trusting wise arguments, attention to cognitive and emotional requirements, emphasis on common features, facilitating understanding and inducing new concepts. An evaluation of the findings indicate that these principles fall into two contingent and mandatory fields. The possibility and necessity of applying contingent principles depend on the requirements and conditions, but the mandatory principles must be observed in all circumstances. This is because the desirability of the rational reasoning process depends on the mandatory principles.

Context and Goal: From Islamic point of view, human beings are created based on pure nature (Fetrat). Natural features are indelible and eternal, and that is why they never change or convert. But, through various ways it may be dam- aged and finally become extinct, converted, and invisible. Due to the impor- tance of Fetrat in education (especially in Islamic education), this study intends to provide an educational analysis by focusing on the verses of Quran to de- duce some principles and methods to rescue one’s Fetrat from damages.
Research This study is carried out using a descriptive-analytic method based on Holy Quran’s verses for elicitation of educational principles and methods that can keep one’s Fetrat active. Paying attention to those prin- ciples and methods in education, Fetrat can get back actively to our everyday life.
Findings and The literal definition of ethics and science of ethics was
provided by masters of this discipline using these very stable personal, cog- nitive, and behavioral features. The relationship between pragmatic Hikmah and theoretic and pragmatic mind is convergent; in mysticism, although there are differences in terms of focus and aims, structurally speaking it—ethics— precedes pragmatic mysticism. Upbringing, too, is more general compared with ethics and as a methodical branch relates to ethics. Similarities and dif- ferences between ethics and law lead to some convergent trends.

In Islamic lifestyle, some obligations (Vajebat) govern the relationship between Allah and human beings. "Zakat", is one of the branches of religion (Furu al-Din) and an obligation to pay. This service to people, is the key element of the relation between Allah and human beings and has significant implications as to the cultivation of the soul and the human's spiritual progress. In this article, through application of Frankena's practical inference pattern, we have tried to infer and explain the educational principles of Zakat payment, relying on Ayat of the Holy Quran and Hadiths. These principles include the following: the principle of zakat payment as a cause of spiritual purification and cleanliness, condition of the acceptance of other acts, a condition of receiving the mercy of Allah, a means to achieve the faith and redemption, a tool providing the background of nearness to Allah and a sign of trust in Allah and Ahl al-Bayt (Alayhemassalam). It is expected that by relying on these principles, and for the purpose of self-cultivation and moral excellence, education institution and the Islamic educational system teach people to pay Zakat and establishes its payment obligation in their spirit.

The aim is content analysis of high school “Din va Zendegi” textbooks based on the principles and methods of education extracted from the book “Al Mahjat Al Beyzaa Fel Tahzib al Ahya (with emphasis on Monjiyat & Adat).
Method in this research was descriptive. The approach of this study is a combination of quantitative and qualitative methods. The target population was “Din va Zendegi” textbooks at high school and pre-university level in 2011 academic year. The sample included the texts and the section called “Gamhaye Akhar” (Last Steps), which appeared at the end of each lesson. The content analysis checklist was used for data collection. The reliability of this instrument which was calculated through kappa coefficient was equal to 0.52, and was significant. In addition, the validity of the instrumentation was approved by experts. The data were analyzed using descriptive and inferential statistics (frequency, percent, and chi-square).
Findings: The findings show that the educational principles in the four textbooks have been used differently and this difference is significant but this difference was not observed in “Gamhaye Tarbiyati” (Educational Steps). The content of all these textbooks (except for grade one textbook) focuses on the principles of wisdom and justice, and attention to the principle of wisdom increases in the next grades. In grades two and three, the principle of “Tazakor” (reminder) has received equal attention. Furthermore, the methods of “teaching sagacity”, “self-purification” and “strength expression” have been emphasized in all grades and this is more noticeable in grade one. In three textbooks and in the section “Gamhaye Tarbiyati”, the principle of “Tazakor” (reminder) has the highest and the principle of “justice” has the lowest frequency. It can be concluded that these differences are in accordance with textbook writers objectives in developing the section “Gamha” (Steps) .On the whole, it can be said that the textbooks have an intellectual orientation, while the section “Gamhaye Tarbiyati” has an emotional orientation.

Explanation of the Islam’s educational system is among the issues considered by the anthropologists. Their opinions make the problem clearer. Ali Safai Haeri is among the contemporary Islamic thinkers with high scientific rank who has concentrated on education and educational system theory. Based on the religions sources. His works led to a research on extraction of anthropology principles as the most crucial principles of this course the research was conducted using descriptive, formal and technical language analysis and deduction methods. In this study, we have explained some terms and concepts used in Safai’s works including those applied in a “Human in two chapters” , ”Structure of society” , “minding, thinking and supervising”, “key” and “freedom”. Then, concerning the “worship” as the general goal of Safai’s educational system, we have explained three anthropological foundations. According to his works, he has configured three anthropological foundations of type I, three intermediate goals, eight anthropological foundations of type II and eight educational principles, in a practical scale.

The aim of the study was to elicit the principles of parenting (the rules and general statements that guide the parents and teachers) in the Ahl al-Bayt's life style. In order to answer the question of whether Ahl al-Bayt offer some general statements and rules about parenting or not, the study employed a theoretical analysis of the Ahl al-Bayt's Hadiths and behaviors. The findings consist of some principles including preparation (because education is complicated and continuous, in each stage of education, prerequisites of the next stage should be prepared), prevention (it should be paid attention to the possible damages in education process and the way of avoiding it), respect (every action that causes to damage the children's respect is not good), quantization (education program should be planned and performed gradually and in accordance with age and gender requirements), paying attention to the ability and capability of someone who is being educated (education programs should be in conformity with the children's growth stages), and no force on children (parents should give freedom to their children to do whatever they want before the age at which they can distinguish between good and bad).

Present study aims to investigate police education form Quran and Nahj AlBalagha perspectives. Due to their special position and key role in establishing order and security in every country and their special features in close communication with people, it is necessary to focus on police education. The research question for this study was: Do Islamic texts present particular doctrines and methods in police education or has this been neglected by Islam? The goal of this research, thus, is to illustrate the Islamic views, as the main approach in Islamic society, towards police education. The employed methodology of this research was descriptive-analytical. Research findings indicated that Islam emphasizes on utilizing particular doctrines and methods for police education.

Presentation of theoretical model in Islamic education is a method in which theoreticians of Islamic education theorizing religious education in a systematic way. Indeed, being systematic is a distinguishing character of this method through other approaches and point of views toward Islamic education. In this view, Islamic educational system is a collection of elements and their inter-relationships which connect together through specific features. The present research was to describe theoretical model of Islamic education and hence, it focused on the study of presented theoretical models of Islamic education by theoretician and tried to find that what did they mean by the models of Islamic education?, which sources being used?, which methods were applied in using resources?; descriptive-descriptive method or inferential-inferential method. To find precise answers for the above-mentioned questions, the content analysis method was used. Results of the research showed that five theoretical models were found by Islamic educational theoreticians. First, the model which was mainly known by historical theoreticians and was based on anthropology, second, was a systematic approach; third, a kind of problem-based approach, fourth, conceptual analysis approach and the last, was a philosophical analysis approach.

The present article seeks to extract some points, principles and some important training approaches through reviewing and investigating Sadi’s writings with concentration on Gulistan and Boustan. Sadi is among the brilliant stars of the Persian poetry and literature, whose esprit, vision and thought is deeply intermingled with Islamic worldview. Therefore, majority of the training related points in his writings are originated from Islamic prime tradition, especially the Holy Quran and the holy prophet’s traditions. Sadi’s writings are full of phrases used so artistically. The point expresses the importance and necessity of paying attention to his writings and thoughts to be used in training affairs and religious training. The results of the research indicate that Sadi has managed to extract some important moral elements and constituents; and express them in an attractive and artistic way. Meanwhile, it is through benefiting from fine and exotic image making that Sadi composed such nice and eternal writings.

Mankind is combination of positive and negative aspects; however, he is not dominated by his instinct or environmental and hereditary factors. In other words, he has free will and is educable. Training and cultivation of mankind is one of the most major and the most important objectives of Islam, and it can be seen all over Quran. Islamic training is some sort of training which is offered to the disciple who follows his mentor’s guidance, which is based on Islamic doctrines while satisfying God. Reaching slavery and bondage, becoming pious, practicing righteous deed and avoiding getting involved in secular affairs are among the objectives of the Islamic training. Reaching success in Islamic training requires following some principles and characteristics by instructors evangelists and parents. Some of these principles and characteristics, from the Holy Quran’s viewpoint are annunciation, remembering good points alongside criticisms, introducing alternatives for forbidden deeds, not boycotting the disciple for some errors, avoiding blaming disciple in presence of others, providing the disciple with the possibility of resuming good deeds, prioritizing change in vision rather than change in habit, giving enough time to disciple to improve, prioritizing mercy, and kindness to warning and threat, stating the philosophy and impact of religious instructions, delivering sincere and kind sermons, opposing the bad deed of disciple instead of disciple himself, inefficiency of compulsion and force, and training being a gradual process. Observing these principles by the clergymen active in Aghidati Siyasi Organization of Police, evangelists and even Police commanders will lead to success in religious training of Police staff and functions as guarantor of the need for existence of Police who is ideologist and committed to providing service to the public.

In the present article, after stating the literal and terminological meanings of "education principle", we have studied a series of the most important principles of education. These principles are extracted and explored using the Quranic verses and Prophetic traditions as well as the sayings by the Prophet's Household. The principles extracted and introduced are as follows: youthfulness, individualism, social differences, and inclination towards family, nature, and choice. Some of these principles have been paid attention to by all philosophers and experts in the fields of education. Here, however, we have made use of Quranic verses and traditions to have a new look at these principles, discussing them in a more detailed manner. The other principles are considered as peculiar to an Islamic system of education, being specifically a matter of concern for Muslim philosophers.