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

The identity-giving curriculum is a coherent and flexible plan that tries to help the learner to know his past, present and future, and therefore to define his position in front of world phenomena and social events. The basis of this curriculum in Islamic education is knowledge derived from the Holy Qur'an, hadiths of the Ahl al-Bayt (peace be upon them) and the views of thinkers. The Supreme Leader is among the most prominent Islamic thinkers who have paid special attention to the introduction of human identity and the necessity of its development and excellence in curriculum and educational programs with the Qur'anic-narrative thought. The method of conducting the research is analytical-inferential, which is progressive and content analysis technique was used to analyze the information. According to findings, an indicator is a prominent sign that attracts attention and according to this definition  the identity-giving curriculum in the intellectual system of the Supreme Leader has signs such as questioning, thinking, belonging, stepping and moving on the path, taking care of the self and existential excellence during the meeting with God. The rosary thread of this curriculum is nature. God, the Wise, has placed the ability to reach the answers related to the past (origin), present (path) and destination (future) in human being by nature. Based on this, the learner will be prone to meeting God as long as he realizes his natural talents and capital.

The present study aims to investigate the level of attention paid to the components of national and religious identity in Persian books of the elementary school. For this purpose, quantitative content analysis method has been used. The statistical population of the research included the content of all the Persian reading books of the primary course in the academic year 2023-2024 from the first to the sixth grade, and the entire population was examined. The tool of the research is the content analysis list of national and religious identity components, which was prepared by Sanei Mehr and Razmazma before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 81.30%. Data analysis was done with descriptive statistics and Shannon's entropy method. The results of this research show that the components of national identity have been seen more than religious identity; Among the sub-components of national identity, social identity and cultural identity have received the most attention and political identity has received the least attention. Among the sub-components of religious identity, the greatest amount of attention is paid to religious values and norms and the least amount of attention is given to the way of life based on religion. Also, the most use of the national identity component in the text of Persian books and the least amount of use in questions; And the religious identity component has been used the most in the text and the least in the images. . The results show that the national identity has been given more attention and the religious identity of the students has been neglected in the textbooks.

The purpose of the present study is to review the role of media literacy and parent-child model on the formation of religious identity in children. The research method is descriptive correlational design. The statistical population consists of all female high school students in Tehran. The research sample includes 345 students who were chosen by cluster sampling. For data collection, Religious Identity Questionnaire (Khoushāvi, 2011), Media Literacy Questionnaire (Falsafi, 2014), and Parent-Child Model Questionnaire (Bāqeri, 2013) were used. Data analysis was conducted by multivariate regression model using SPSS (version 26). The results showed that there is a significant relation between media literacy and formation of religious identity in teenagers and that those with higher media literacy have more stability in their character. Furthermore, the analysis of media literacy indices showed that there is a significant relation between a person’s skill in comprehension of the content of media messages, informed selection of them, critical outlook on them, their analysis and formation of religious identity in teenagers. The results of the parent-child test also revealed that there is a positive and significant correlation between relationship with father and mother and development of religious identity.

The main goal of this study is to examine the role of treatment teachers to develop the female, high school students’ religious identity in Kermanshah city. This study have was quantitative approache and descriptive method and structured questionnaire instrument.  Data was gathered by classified questionnaires for 380 persons randomly. The statistical method of factor analysis for measurement construct validity, Alpha Cronbach is used to make the instrument reliability, there is also used Pierson’s correlation for testing hypotheses, the analysis of variance for comparing the middles and the multiple Regression and the discriminate analysis for examining the research model. According to the findings, the result, consistent correlation was 0.42 among factors of the role of treatment teachers and their beliefs, and it was 0.79 in ritual, 0.23 in the experimental aspect, 0.35 in the results. It was notified that the relation between two factors were 0.35 as whole, it was meaningful at least %95 based on Pierson’s correlation test. It concluded that it related to the statistical society too. The related results of differential analyses showed that the role of instructional teachers is the most important factor to differentiate between weak, religious identity and strong religious identity young’s.

The objective of this study is to find out whether the self-sacrificing veterans as role models have succeeded to institutionalize religiousness and the degree of adherence to it, as one of the important factors in the emergence of the spirit of self-sacrifice in their children, in passing on their values.

To answer this question, the present study was conducted to compare the dimensions of religiousness and religious identity of two generations: veteran parents and their children. This study was an applied one in terms of purpose and a descriptive-post-event one in terms of nature and method. The statistical population included all freedmen of imposed war and veterans of Bandar-e Lengeh city and all their male children aged 20 to 30 years from among whom 25 fathers and 25 male children were selected through purposive sampling and were assessed using two religiosity questionnaires: Glock and Stark (1965) and Serajzadeh’s religious identity questionnaire (2013).

The findings show that the average religious identity of the children in emotional dimension (M=21.6) and ritual dimension (M=21.5) is higher than their parents’ average of the two dimensions: emotional (M=20.4) and ritual (20.5); and the parents are higher in the belief dimension (M=22.2) than their children (M=16.5). In addition, the average scores of young people in the intellectual dimension (M=16.5) and consequence of religiousness (M=19.9) were higher than their parents in the intellectual dimension (M=13.1) and consequence of religiousness (M=18.4). The parents are also higher in the belief dimension (M=20.3) than their children (M=16.6).

In general, the parents of the present study do not experience a different intellectual atmosphere with their children.

Practical decisions and useful implementation in the curriculum require a clear understanding of the philosophical origins and a precise explanation of the basics. In this Regard, the present study was conducted with the aim of explaining the theological foundations of the curriculum dedicated to religious identity. The method of analytical-inferential research and its main source was the Holy Quran and the valuable interpretation of Al-Mizan. The results showed that the curriculum of religious identity has a divine spirit and with a special look, he considers the universe as the bed of human transcendence, a manifestation of God almighty and a manifestation of his bounties. in this curriculum, God almighty is at the top of the series of causes, and the world does not have the capacity to survive, and originality is with the life of the hereafter. Slavery, obedience to divine destiny, submission to the divine will, mercy and compassion of God almighty, respect for god's knowledge, wisdom and justice and the existence of a guide are other findings that have matured from within the theological foundations and seek to create and direct. the curriculum is religious identity. The influence of the objectives, subject, function, and issues of the religious identity curriculum from other theological foundations and proposals is the output of the present article, which plays an important role in shaping students' insights, attitudes, and actions, and helps them to expand their beliefs. And be Guided to the true destination with firm steps.

Religious identity as a form of various forms of social identity is increasingly influenced by modern media and cultural products such as animation. The main purpose of this research is to study the representation of religious identity in Iranian animations, which is done by emphasizing the theory of representation of Stuart Hall and using theories related to the field of religion, especially the theory of Glock and Stark. This research is a qualitative research and it uses semiotic method. The statistical population includes animations that focus on religion and religious issues have been produced and broadcast on the Radio and Television of the Islamic Republic of Iran and by purposeful sampling, 3 parts of the animation series of Holy Rulers (Samuel, David and Solomon the prophet) have been selected as a sample and examined. The results of the research showed that in the animations studied, different dimensions of religious identity - ideological dimension with components such as belief in God, belief in prophecy, angels and demons, ritualistic dimension in the form of worship, praying and supplication, participation in religious rites and fasting, experimental dimension in the form of feeling fear of God after committing sin, seeking repentance and forgiveness, having peace in connection with God, asking God for help and consequential dimension based on components such as fighting against Taghut, inviting to worship, jihad in the way of God Peace-seeking, helping the poor, doing good and forbidding evil are represented.

The present analytical-inferential research sought to design a model of religious identity curriculum in the first grade of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

The aim of this study was to investigate relation between parental-child relationships and religious identities in students with a gender-moderator role. The present research was a descriptive-correlational study. The statistical population of the study included all students of Tehran universities (68800 students) in 1397-98 that 400 people were selected as a sample using multi-stage cluster sampling method. The tools used in the present study were the National and Social Identity Questionnaire of Solgi et al. (2015), the parent-child relationship questionnaire of Farndi Fine et al. (1983). Hierarchical regression and Z test were used to analyze the data. Data analysis was performed using SPSS-25 software. The results showed that the mean scores of women in relations with father and relations with mother were higher than men and there was a significant correlation between religious identities with relations with father and relations with mother.Predictive variables along with the interaction effect of gender with parent-child relationships explain  12% of the variance of religious identity. In the parent-child relationship with  religious identities, the male gender has played a more moderating role. Thus, it seems that gender can affect the relationship between parent-child relationshipsand religious identities.

AbstractThe purpose of this study was to analyze the content of newly compiled social studies textbooks of elementary schools in Iran in terms of national and religious identities. For this purpose, two components of national identity and religious identity in all the social science textbooks of primary schools in the 20172018-2018 2019 school year were analyzed. A quantitative method based on the analysis of words and images was used. The components of national identity in this study were comprised of national symbols, national celebrities, myths and personalities, cultural heritage, national values and norms, Persian language and literature, national history and national events. Also, religious identity components in the present study included religious beliefs, praying and worships, familiarity with the Islamic lifestyle, myths and religious landmarks. The sample size was 198 paragraphs of textbooks and 436 pictures in elementary school social textbooks. The research tool was a content analysis checklist, and its validity was established using expert opinion while its reliability was established using the William-Scott method with a 90% coefficient of agreement. Descriptive statistics and Excel was used for data analysis. The findings indicated that 76% of all texts and 64% of all images were focused on identity components. The results of this study indicated that in the textbooks under study, the components associated with national identity were more frequent in comparison to those associated with religious identity.

The most important tool of education system for the formation of national and religious identity in the minds of students is textbooks. From the perspective of program planners, "history" textbooks are one of the most important tools to achieve this goal. The main issue of research is to answer this question: Which aspects of national identity are more prominent in high school history textbooks before the Islamic revolution(Pahlavi second)? This study is done with the aim of describing and comparing of attention and emphasis on the components and symbols related to national identity and religious identity in the intended textbooks. For this purpose, using content analysis method, 15 textbook has been selected and analyzed. Based on the findings of the study, in the intended textbooks the greatest emphasis is on the components and concepts related to national identity than a religious identity. Among the components of national identity the most repetition and attention to the components such as: national and mythical heroes of Iran, the personalities and sages of Iran and among the components of religious identity the most repetition and attention to the components such as Prophet (PBUH) and Imam Ali (AS) ), Found in the books in question.

This study aims to investigate the structural model of relationships between religious identity and social capital with the quality of life through the mediating role of self-differentiation among the students of Urmia University.

In order to do the research, from among the students of Urmia University (N:17568), 350 students were selected by the cluster random sampling method, and they answered the Khoshavi’s Religious Identity Questionnaire (2011), the Questionnaire of Christaan Grootaert et al. on Social Capital (2003), and the questionnaire for the Quality of Life of the World Health Organization (1989), and the Scale Scoring of Differentiation of Self Inventory (Skowron and Friedlander, 1998), which all of them have been localized. The path analysis method based on software LISREL (V. 8.8) and SPSS Amos was used to analyze the results.

The findings showed that the model designed based on research data has a proper fitness, and there was a positive and significant relationship between direct paths, social capital, religious identity, and differentiation of self, with the quality of life. Furthermore, there was a positive and significant relationship between indirect paths, social capital, and religious identity, with the quality of life through differentiation of self.

According to these findings, it can be concluded that differentiation of self, as a mediating factor, well regulates the relationship between social capital and religious identity with the quality of life.

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.

The current crisis of meaning and identity is one of the major concerns for every educational system. Religious identity is one of the aspects of this problem that is highly recognized in Islamic Iran. This paper tries to provide a picture for the concept of religious identity, the role of stories, one of the chief sources of meaning, in its genesis and the consequences of storytelling for religious education based on the narrative hermeneutics of Paul Ricoeur. The Ricoeurian thought shows that religious texts in general and religious stories in particular shape the religious identity. According to Ricoeur, description using narratives, is subject to pure narrativisim and it is necessary to move to explanation step. Although every narrative has its own world, but to explain the religious teachings using narratives, other rival discourses must be considered

This research was conducted aiming to study the role of parental bonding and self-esteem in predicting teenagers’ religious identity styles. The research design is descriptive and correlational. For this, 338 high school students in Qom, during the educational year of 1395-96 Hijri (2016-17), were chosen by cluster random sampling, and have answered to the parental bonding instrument questionnaire (PBI), the Rosenberg Self-Esteem Scale (RSES), and the Kraskian Religious Identity Questionnaire (ARIQ). Correlation test and stepwise regression analysis were used for data analysis. The results showed that between self-esteem and the two components of reactivity and emotional evasion of parental bonding, and successful religious identity and stereotyped religious identity, there is a significant positive relationship; while between prohibited religious identity, disturbed religious identity, and serotinous religious identity, there is a significant negative relationship. The results of stepwise multiple regression analysis showed that self-esteem, emotional reactivity, and my status will predict the successful religious identity very well. The components of emotional evasion, my status and self-esteem, are also the most important predictors of the prohibited religious identity style. Moreover, self-esteem and emotional invasion, negatively and meaningfully, explain the serotinous religious identity style. These findings highlight the important role of parent-child bonding as well as the personality traits of self-esteem in shaping teenagers’ religious identity style.

Religious identity is one of the important aspects of social identity and it indicates a sense of belonging and commitment to religion and religious community. Lifestyle is a way of defining or distinguishing a group of people. It is a system shaped by the influence of culture (values, resources, symbols, and laws) on the lives of individuals. The purpose of this study is to investigate the sociological impact of religious identity on the lifestyle of 15-29 year old girls in Kerman. The research method is descriptive-survey. A questionnaire was used to collect the data. The sample size was 305 according to Cochran formula and selected by cluster sampling method. Descriptive statistics, correlation and regression analysis were used for data analysis. Among the lifestyle indicators, leisure time with a beta coefficient of 0.1 had the greatest impact on religious identity. The indices of clothing purchase pattern, interpersonal relationships, artistic cultural consumption, body management, and nutrition pattern were ranked next in order of magnitude of impact on lifestyle. It can be concluded that observance of religious identity and prevalence of Islamic lifestyle among girls in Kerman requires revision of citizen education methods at different levels as well as development of different aspects of cultural consumption pattern.

One of the central concerns in the Sociology of Religion is the social functions of religions. The purpose of this study is indexing and measurement of some of the major functions of religion including social solidarity, social control, social participation, and religious-based identity. The aspects, principles, and items related to these factors are elicited with reference to the well-known theories of the field, and are tested among the statistical society of the research, that is the students of the University of Tehran and Shahed University. The population of the sample consists of 382 students and the sampling method is stratified. The validity is tested by face and criterion validity and for the test of reliability, Cronbach's α (0.86) is used. In addition, for measuring the accuracy of questions, parametric tests such as factor analysis have been used. The results of the tests are as follows: 72.8% of the respondents believe that religion is the cause of solidarity for themselves and others; 56.2% understand religion to be preventative against misconduct; 79.4% consider religion as enforcing social participation; and 68% claim to have religious identity.

The present research aimed to investigate the relationship between interpersonal identity and religious identity in students; thus, 343 undergraduate students (191 girls and 151 boys) were selected among those studying in departments of humanities and technical-engineering in University of Tehran by multi-stage sampling. The research tools were the Bennion's & Adams's (1986) Extended Objective Measure of Ego Identity Status (EOM-EIS-2) and the Rahiminezhad's & Ahmadi's (1995) questionnaire of religious identity. The research findings showed: a) there is a negative correlation between bewilderment and accepting religious identity; b) there is a positive correlation between follow-up and accepting religious identity; c) there is not a relationship between being crisis-hit and accepting and/or rejecting religious identity; d) there is not a significant relationship between having religious identity and accepting religious identity; e) the direction of correlations between variables are similar in both sexes as well as the significance of variables

The current paper aims at analyzing the effectiveness of religion-based moral teachings on improving the formation of religious identity of adolescents. This semi-experimental study was done in a control group with pre-test post-test. The statistical population includes male students of high school aged 14-17. 30 people were randomly chosen through the method of cluster sampling and were placed in two groups: control and experiment consisting 15 people. Religion identity questionnaires were used to collect the data. The experimental group was subjected to moral teachings. Data collection was done through the method of multivariate covariance analysis. The findings show that moral teachings are effective in improving the formation of prohibited, premature, agitated and successful religious identity; however, it was not effective on stereotype religious identity. Religion-based moral teaching can raise awareness and commitment to the fundamental values of religion and they are effective in forming successful religious identity.