جستجوی مقالات مرتبط با کلیدواژه "هویت انقلابی" در نشریات گروه "علوم تربیتی"

One significant aspect of cultural transformations following the Revolution was the reform of educational structures, particularly within colleges. Educational institutions play a crucial role in shaping, maintaining, and strengthening identity. The Supreme Leader of the Islamic Revolution of Iran has consistently emphasized upholding the values and principles of the Islamic Revolution and preserving a revolutionary identity. The aim of this research is to identify the dimensions and indicators of revolutionary identity as reflected in the collection of statements made by the Supreme Leader.

This research is a descriptive-analytical type, and its method is thematic analysis.

The keyword "revolutionary identity" was searched within the database of Ayatollah Ali Khamenei's statements covering the period from 1368 to 1402. This search resulted in the identification of 60 relevant documents. Following a thorough review of these documents and the selection of related concepts, foundational themes were extracted. Ultimately, seven main themes were identified: personality, value-belief foundations, leadership, historical symbols, responsible classes and organizations, revolutionary approaches, and strategies. These main themes were further divided into 35 sub-themes.

In Supreme Leader's opinion, the most central, profound and main identity component of the Islamic revolution is Islam, which has formated ideology of the revolution, creating and deepening the revolutionary motivations, charting the path and quality of the struggles, and determining the strategic frameworks of the system emerging from the revolution.

The present study was carried out with the aim of investigating and analyzing the amount of attention paid to the components of revolutionary identity in the content of textbooks of the second secondary school. The study method is descriptive and content analysis type. The statistical population includes all the textbooks of the second secondary course that were published in 2020. Six book under the titles; "Defensive Preparedness", "Sociology", "Religion and Life", "History", "Cultural Analysis" and "Social Identity" with 16 book covers were purposefully included in the sample.The findings of this research show that in the textbooks of the second secondary course in the field of humanities, the most attention is paid to the component "Sacrifice and Martyrdom" with a frequency of 500 (29.2 percent) and to the components "Fighting with stonewalling and "Eclecticism" with 28 frequencies (1.6 percent) and "support for the underprivileged" and "awareness of the constitution" each with 12 frequencies (0.7 percent) have received the least attention, and in experimental fields and In mathematics, the components of "sacrifice and martyrdom" with 454 frequencies (26 percent) received the most attention, and the components of "supporting the needy" with 10 frequencies (0.57 percent) received the least attention. The abundance of the components "Belief in Imam Khomeini ", "Spirituality", "Awareness of the events and history of the Islamic Revolution" and "Fighting with stonewalling and eclecticism" in the content of the textbooks of experimental sciences and mathematics are significantly more than the textbooks of the field of humanities.

This research is aimed at analyzing the position of the components of religious and revolutionary identities in the document of Fundamental Transformation of Education. This is a descriptive research following content analysis method. The research community includes the content of the document of fundamental transformation of education, due to the nature of which and because of the limitations of the research community, the entire research community was selected to be studied. A researcher-made content analysis list was used as the measurement tool. Data processing was based on Shannon entropy method. The results indicated that the components of religious identity was mentioned 292 times, and the components of revolutionary identity have been considered 140 times in the Transformation Document of Education. In the field of religious identity, the components of ‘political” and “doctrinal-monotheistic” gained the highest importance with an importance coefficient of 201 and 162, respectively. No attention was paid to the components of “historical” and “doctrinal-justice” components. In the field of revolutionary identity, the components of “commitment to maintaining the system of the Islamic Republic” as well as “fighting against cultural aggression and soft warfare”, and “fighting against backwardness and eclecticism” with importance coefficients of 155, 125 and 125, respectively, are considered most. Components of “Basij” with an importance coefficient of 0.05, and “awareness of the history of the Islamic Revolution” (no case), received the least attention. The results indicated that in the Document of Fundamental Transformation of education, no well-adjusted consideration has been devoted to the components of religious and revolutionary identities.