جستجوی مقالات مرتبط با کلیدواژه « تربیت » در نشریات گروه « علوم تربیتی »

The effect of the surrounding physical environment on the child, confirms the place and role of architecture in child education. This is despite the fact that little research has been done on the role and capabilities of physical environments in shaping children's behaviors and actions. The present research is based on the studies conducted on educational teachings of Muslim religious texts, to provide an explanation of physical components and effective solutions of architecture on children's education. The type of research data is qualitative, and the data has been collected in both library and field methods. In this regard, in the first step, the child's educational components, which the physical environment can respond to, were extracted through the qualitative content analysis of the studies. The investigation showed that love and affection, respect for children and self-esteem, play and variety of activities, children's freedom, interaction and social vitality, intellectual discipline, rational thinking and questioning, role modeling and knowing of religious rules are among the educational indicators of religious texts. In the second step, semi-structured interviews were conducted with the teachers of five kindergartens in Isfahan, in order to complete and consider the efficiency of the extracted components. Teachers were selected purposefully and the interviews continued until theoretical persuasion. Finally, in order to match the results with the children's opinion, they were asked to paint their ideal kindergarten. The findings of the research confirmed the importance of the role of the physical environment in responding to these educational components. In addition, it showed that paying attention to environmental components such as comfort and psychological security, spatial diversity and attractiveness, connection with nature, flexibility, group interactions and play, in the architectural space, can improve the educational ability of the environment for the child.

Religion and technology are pervasive phenomena of human life and their interaction has taken various forms. The purpose of this research is to formulate types of synergy between religion and technology (superficial, incorrect and incomplete). Also, a favorable and responsible approach to this relationship is presented from the perspective of a technological person and a religious person. The purpose of religion is to educate a person; The highest goal of religious education is to reach closeness as a formative reality; So, in this research, the effect of synergy between religion and technology is explained and analyzed to clarify its effect in reaching this goal. The research method is descriptive-analytical. The findings show that although religion and technology can benefit from each other in multiple ways, sharing in the search for excellence has caused new aspects of their synergy. In this research, the type of religious man's encounter with technology and the technological man's encounter with religion are drawn. The focal position of the concept of closeness in Islamic education is paid attention to highlight the superstructure and underlying reflections on the relationship between religion and technology for the guardians of education who are interested in both religious growth and the intelligentization of educational centers and content. The results of the research show that the face of technology itself and its aspects that serve the basic needs of mankind, consciously or unconsciously lead to closeness; But when technology is used for selfish human policies and procedures, it is destructive and undesirable.

Nowadays, virtual technology has left its impact on all the aspects and dimensions of human life. As with the emergence of traditional and industrial technologies in the past, people's ideas about many things, including lifestyles, production and productivity processes, work and labor systems, industrial and professional services, social relations and education, etc., have changed. Concepts have also undergone semantic and conceptual transformations. For example, the emergence of concepts such as cyber democracy, technological revolution, media literacy, digital enlightenment, digital identity, and... are also among the changes and transformations that have occurred under the influence of the emergence of new technologies. In this article, we will mention the consequences of the evolution of new technologies in the field of education and especially the turns that occur in education and training due to technological advances.

The purpose of the current research was to present a model of individual and social ethics education that is the basis for the emergence based on the identification of the dimensions and components of the individual and social ethics education that is the basis for the emergence.

From the point of view of the nature and method of data collection, the current research is descriptive-survey and the research strategy is mixed (qualitative and quantitative). The studied community were the experts of religious and cultural organizations and sampling was done in a targeted way and a total of 25 people were selected. After defining the subject and conducting exploratory, library and analytical studies of Islamic texts related to moral education, the dimensions and components of the variables were collected through the Delphi method and a researcher-made questionnaire and analyzed based on qualitative statistical methods by the software (Spss 22) and finally The fit of the model reached the consensus of the experts. Further, the confirmatory factor analysis of each of the research variables was performed by software (PLS 3).

According to the findings, the model of human excellence has 5 dimensions (individual ethics, social ethics, social behavior, social cognition and social feeling) with 18 components (individual piety, individual guidance, compliance with duties and mustahabbs, modesty, perseverance, raising the level of education and refinement, love among people, respect and trust among people, scientific and intellectual growth of people, unity and non-divisiveness, comprehensive justice, fighting against class privileges, confronting racial discrimination, eliminating luxury and all-round security, behavioral characteristics, cognitive characteristics and the characteristics of the sense of social ethics).

Since the construction of cross-validity, composite reliability and average variances extracted in the research model were at an acceptable level, a suitable model was recognized.

The purpose of the present research is to review requirements and impediments to accepting teachers’ invitation by students, presenting some strategies to obtain those requirements and avoid impediments in this regard. The research method is qualitative analysis and the results indicate that in the ideas of Shahid Motahhari, requirements for accepting teachers’ invitation involve innocence, being alive with instinctive life, and teachers’ responsibility. On the other hand, the obstacles which lead to rejecting their invitation include heart’s wickedness, heart’s impurity, heart’s sealing, losing insight, heart’s ear becoming deaf, deviation of soul’s book, following ancestors’ habits and so on. Moreover, some strategies used by students to acquire requirements and avoid impediments include: balanced acquisition of faith and prayer, and equilibrium between affection and hatred. Familiarity with these conditions and obstacles in the process of education and finding solutions for them can immensely assist teachers and students in appropriate and comprehensive training. As a result, the research results can be used in teachers’ training courses so that they take important measures in this regard with full awareness of conditions and obstacles in the education process.

The main purpose of this study is to analyze the epic components in the biography of Martyr Soleimani and its educational achievements in realizing the statement of the second step of the Islamic Revolution of Iran. The method of this research is applied in terms of purpose and qualitative in terms of approach and is written in an analytical and inferential way in terms of data collection. The research community is the memoirs of her comrades and politicians and her divine political will and the statements of the Supreme Leader in describing the character of Martyr Soleimani and the statement of the second step of the revolution. The research findings can be divided into two parts. The first part deals with the concept of epic, epic education, components of epic education and epic personality and explaining these components in the character of Martyr Soleimani in the form of epic concepts such as: guardianship, zeal, courage, virtue and chivalry, jihad, self-sacrifice, benevolence And altruism, justice-seeking, and anti-oppression. Findings of the second part related to the analysis of the biography of Haj Qasem Soleimani based on epic components in relation to epic educational achievements inferred from the epic aspects of Martyr Soleimani's personality in the form of educational achievements such as: Strengthening the spirit of self-confidence and self-confidence, avoiding comfort and solitude, strengthening the spirit of independence and self-government, strengthening the spirit of responsibility, secularism and biological simplicity, establishing social order and security, unity and empathy, reviving transformed values And the growth of moral and spiritual virtues, hostility and hostility in the light of insight and insight Which is the basis for the continuation of life and the practical realization of the statement of the second step of the revolution. The realization of the components is the second step of the revolution.

The current research is designed to examine "the obligation of parents to educate teenagers with an emphasis on independence in decision-making from the perspective of educational jurisprudence". The obvious characteristic of adolescence is independence, and since the duty of raising a child is the responsibility of parents, the question arises, what is the extent of independence and the limits of parental intervention in adolescent decision-making? This research has been done by collecting information and examining educational and jurisprudential works related to adolescent education in an analytical-interpretive method and examining evidence such as verses, traditions, jurisprudential rules and reason. The most important findings of this research are: 1. Raising children is the responsibility of parents; However, there are two points of view in educational jurisprudence: a. Parents can discipline their children physically. b. Parents are not allowed to use corporal punishment in raising their children. 2. The jurisprudential rules of "dominion over property and self" and "reluctance" consider a person to be independent in making decisions, but he is bound to perform actions that do not conflict with human dignity from the point of view of reason. 3. Considering the limitation of reason in Shari'a issues and the duty of imitation, it can be concluded that reason does not have complete independence in Shari'a decision-making. 4. Parents can provide guidance and guidance to the teenager in making the right decision by raising him correctly and comprehensively. As a result, in cases where a teenager's decision-making leads to abandoning an obligation or doing a forbidden act or harm that is not proportionate to human dignity, parents can intervene in the decision-making process of the teenager.

The purpose of this article is to investigate and explain the ways of Police discipline In Nahj al-Balagha's educational teachings.Research

This paper attempts to cite law enforcement discipline based on the precise definition of concepts and analysis of information extracted from Nahj al-Balagha and its related commentaries and interpretations.

The methods of disciplinary discipline were summarized in two parts: the ultimate goal and the intermediate goals. The ultimate goal in the discipline of discipline is the "divine impulse" that is achieved through the "language and heart synchronization" method. The ways in which the intermediate goals of lawful discipline were achievable were divided into two areas: "spiritual" and "physical". In total, 35 methods of spiritual discipline of disciplinary goals and 4 methods of discipline of spiritual discipline in Nahj al-Balaghah educational doctrines were presented.

Nahj al-Balaghah is a comprehensive book that can be used with various approaches, including the educational approach and the field of law studies appropriate to organizational requirements such as law enforcement.

Nowadays, storytelling is an effective means in education and upbringing because it can convey important educational points from different aspects. In this regard, the purpose of the present research is to review and analyze to what extent stories in the Qur’anic Course Book through 6 stages of elementary school are based on 6 aspects of the fundamental transformation document of education and upbringing. The research method is descriptive content analysis and the obtained results were analyzed by Shannon Entropy. The results showed that in the Qur’anic Education Book of the elementary school, 22 stories are mentioned which deal with the following aspects: 19 cases about beliefs, prayers, and morality, 14 cases about social and political fields, 4 cases about aesthetic and artistic fields, 2 cases about biological and bodily fields, 2 cases about economic and professional fields, and 1 case about scientific and technological fields. Among aspects under review, beliefs, prayers, and morality with the data load of 0.97 and the importance factor of 0.30 have gained the highest attention while scientific and technological aspects with the data load of 0.0003 and the importance factor of 0.0009 have gained the least attention.

In the current era, not only in Islamic societies, but also in many human societies, the ground has been provided for the revival of Islamic thought and the revival of Islamic educational lines and system. Based on this, the aim of the present research is to represent Islamic education in the analysis of the content of Sahifa Sajjadiyeh.

The research is in the form of qualitative research in humanities. Therefore, in order to represent the Islamic education from the book of Sajjadiyeh, a qualitative method with "text analysis" has been used. According to the nature of the research, the statistical population includes the entire book of Sahifah Sajjadieh, which was analyzed using the total number method. To collect information and data in this research, a suitable checklist was designed. In order to check the validity, the findings of the research were presented to the participants and the text of the theory was studied by them and their points of view were applied. To calculate the reliability, the percentage of intra-subject agreement was calculated, and the agreement coefficient was estimated at 0.82. Finally, the data was analyzed by the Strauss-Corbin method and through three stages of open, central and selective coding.

From the integrated and final form of the basic themes extracted from the analysis, the number of 54 sub-categories in the form of 5 components of the paradigm model (main component) was determined. Based on this, the 5 main components include; The meaning component of education has 8 indicators, the factors influencing Islamic education have 7 indicators, the underlying factors of Islamic education have 16 indicators, the dimensions of Islamic education have 9 indicators, and the factors inhibiting Islamic education have 14 indicators.

In order to represent Islamic education, by examining and analyzing the statements of Imam Sajjad (a. s.) in the book of Sajjadiyah, an attempt was made to discover and select the content categories and the characteristics of the elements of a model to represent Islamic education, so that a suitable model for Islamic education can be developed.

One of the important issues facing education is rational education. Dealing with issues related to reason, thinking and intellectual education has a high place. Intellectual education is the methods that regularly lead to the development of theoretical and practical reason in order to achieve nearness to God, knowledge, faith and righteous action. The purpose of this article is to examine the basics of the question - answer teaching method and its implications for intellectual education from the perspective of the Holy Quran. The research approach is qualitative and the analysis method is thematic analysis. In order to collect information, a documentary method was used and the tool for collecting data was note taking from textual data. The results of the research show that in the Holy Quran, one of the methods used to guide people in all aspects of faith, jurisprudence, ethics, rationality, etc. is a method of questioning - answering to cultivate thinking in humans and provide grounds for intellectual education. By using different methods such as direct and explicit, motivational and reprimanded, internal reference and self-questioning, comparison and simile methods, and the method of expressing surprise, the Holy Quran encourages people to think, to reflect and to flourish the intellect among them. The educational implications derived from these teachings can provide the means to achieve the desired goals and objectives in intellectual education.

While there are many pieces of research about the technical dimensions of animation, its educational dimensions are not studied. The main research question of this paper is: what educational−psychological criteria should be considered in the child's media (animation) based on Islamic theory of action? The method approach used in this research is progressive inference, in which, regarding the educational goals and principles of the Islamic theory of action, the educational−psychological criteria of the film and the child's animation are implicitly extracted. We can classify the criteria into five categories: Criteria for physical and mental health, Criteria for familiarizing children with moral/religious values, Criteria for strengthening children's thinking, Criteria for enforcement of the dispositions of the choosing and responsibility in children, and Criteria for dynamist rational identities. Some of these criteria are as follows: avoiding the institutionalization of negative emotions in the audio−visual and narrative aspects of animation; avoiding negative themes and issues such as violence and sexual relations in narratives and visual effects, step−by−step and delayed encountering with dolorous realities in the narrative−visual structure of animation, explanatory attention to moral−religious values, avoidance of information saturation, attention to clarity and value embodiment in animation, designing real−life values in the narration, following the narrative structure of the animation from the causal and linear structures of narration, highlighting the choosing and decision making situations in animation, considering the process of the life in animation, and attempting to diversify the identities.

The concept of Fitrah is the central element of the anthropological thought of many thinkers of Islamic sciences. The meanings adopted from this concept, however, contrary to its word, are numerous and have caused differences in the explanation and results of it in other fields of humanities. Among the thinkers, Martyr Motahari considered Fitrah to be the "Umm al−Ma'arif" of the Quran and Islamic thought and made it the center of his thought. Therefore, dealing with education in the thought of Martyr Motahari is limited to dealing with the theory of Fitrah in his view. This research was conducted to analyze the meaning of education based on Shahid Motahari's view of the theory of Fitrah. For this purpose, the content analysis method was used and all his written works were examined. The results obtained from the stages of data collection have been classified and analyzed by the content analysis method. The results of this research show that two meanings of Fitrah can be inferred from his thought, one is Fitrah as the way of human creation and the other as the human dimension of man. Each of these interpretations of Fitrah causes various educational implications. As a result, the meaning of education in his thought can be found in the explanation of different themes such as amendment, prosperity, guidance, evolution, and growth.

The document of fundamental change in education of the Islamic Republic of Iran was the first step in policy-making of the Islamic system to realize the moral ideals of the education system of the Islamic Revolution of Iran, which shows the depth of the foundations of education in Islam and high-level documents, including the Constitution. Be. Concepts and manifestations of ethics and education The document of fundamental change in education of the Islamic Republic of Iran is all rooted in faith in God Almighty and monotheistic lifestyle (Hayat Taybeh) and the theoretical and practical life of people trained in the divine school of the Holy Prophet of Islam (peace be upon him). And the Ahl al-Bayt, infallibility and purity (peace be upon them) are well reflected in it.

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.

Doctrinal education, as the most important part of religious education, is based on various principles that will explain its practical process. Not choosing or no right explanation of the theoretical foundations, through the imperfect anthropological approach, has damages such as one-sided attitude and the prevalence of the culture of teaching ideas in doctrinal education. The present study aims at explaining the theoretical framework of doctrinal education through the anthropological approach to infer the foundations of this educational sphere and its implications under the category of the philosophy of Islamic education with an emphasis on Allameh Mesbah Yazdi’s view. The research approach is a theoretical one that describes, analyzes and finally infers through an analytical-inferential method. The foundations obtained as the findings of the current research show that the independence of the three dimensions of soul-insight, attitude and capacity is in the position of theory, and they must not be considered separated in the position of practice. All dimensions of human existence play an effective role in religious education. The attitudinal dimension is the bridge between the cognitive dimension and the behavioral dimension. If the teacher downplays the role of the attitudinal dimension in the educational process, he will not achieve the ultimate goal of doctrinal education, i.e. faith. Therefore, the purpose of doctrinal education is to create volitional behaviors in harmony with doctrinal teachings.

The concept of education in the current era is one of the most difficult concepts that has traveled a path full of ups and downs and is still facing ambiguities. Although there is no serious dispute about the necessity and importance of education, different and sometimes contradictory analyzes of this concept show that this concept has not been able to find its true meaning in religious and non-religious societies. Therefore, it seems necessary to reflect on it. For this reason, the present article, with the inferential method and descriptive semantics, aims to clarify the concept of education with novel words based on the verses of the Qur'an, and analyze its educational implications. The data obtained from the research show that words such as: production, The ability, and love / affection have a close semantic link with the main structure of Quranic education, which has been neglected in the researches despite their high educational importance. The high importance of education in the Qur'an, the expansion of the limits and gaps of the concept of education, ability as a prerequisite for learning, the place of love /affection in the process of goal setting and content compilation are among the most important educational implications arising from the examined vocabulary.

This research has put finding the components and elements of human education by studying the sermons of Imam Hussein (PBUH) in depth and accurately and analyzing it in the event of Ashura on its agenda. The main purpose of this article is to extract the components and elements of human education from the sermons of Imam Hussein (as) in the event of Ashura and its application in the education system. The method of this research is "qualitative" with "grounded theory" approach. The sources for collecting research data (sermons) are the books of the opponent and hadith such as "The murder of Abi Makhnaf", "Nafs al-Mahmum", "The murder of Ibn Muqarram", "The murder of Sheikh Mufid", "Lohuf" ... and ... What is extracted after the three stages of open coding, axial coding and selective as an educational model is based on the fact that line by line the sermons of Imam Hussein (as) are full of comprehensive and thorough educational lessons, each of which can be a separate subject for Be research. In the final model, the practical diagram, or in other words, the written and effective application of Imam Hussein (as) educational model in the education system, is the beginning of salvation and happiness and the end; It means reaching human perfection; That is, Vesal is close to and pleasing to God. According to the findings of this article, it is hoped that this can be an important step in the field of educational sciences in our beloved country of Iran.