جستجوی مقالات مرتبط با کلیدواژه « سبک زندگی اسلامی-ایرانی » در نشریات گروه « علوم تربیتی »

The purpose of this study was to examine the status of Islamic-Iranian lifestyle among Azarbaijan Shaid Madani University students. The research method was descriptive. The statistical society of this research included all students of the Azarbaijan Shahid Madani University (n=6089). From this population, a sample of 361 students were selected based on Morgan table by stratified random sampling. To collect information and data a researcher-made Islamic-Iranian lifestyle questionnaire was used. In addition, one sample t-test, independent t-test and ANOVA test were used to analyze the collected data. The results showed that the students' knowledge about Islamic-Iranian lifestyle is appropriate and desirable. In addition, their attitude and belief about Islamic-Iranian lifestyle was also in a desirable condition. But there was no suitable situation regarding the functioning and acting on the Islamic-Iranian lifestyle. In other words, despite their knowledge about the Islamic-Iranian lifestyle and also having a positive attitude towards this issue, in their personal life, they don't pay much attention to this education (Islamic-Iranian lifestyle). Also, in another part of the research, the findings revealed that the average score of knowledge, attitude and performance of female students was higher than the average of male students’ score the results also the average Islamic-Iranian lifestyle scores were higher among master students than Ph.D. and undergraduate students. Therefore, while emphasizing the importance of expanding the level of students' knowledge and information, as well as paying attention to the creation and development of more desirable attitudes about the Islamic-Iranian lifestyle as the main driving force of students' movement in this direction, the causes and factors affecting the weakness of students' performance should be investigated more closely and potemtial damages should be identified and finally, universities should review their cultural programs according to these findings.

The purpose of this essay is to provide a Primary framework that has the necessary capability to explain how the lifestyle of Iranian society was formed in the first phase of the revolution. Therefore, how the lifestyle became problematic forty years after the victory of the Islamic Revolution is the main question of the essay. In order to limit the subject range of the essay, we have tried to examine the socio-economic context and cultural-political mechanism of the possibility of proposing the concept of lifestyle in Ayatollah Khamenei's statements. Because regardless of the position of the supreme leader in the legal and religious systems of Iranian society, he seems to be the first person to use the term lifestyle about Iranian society and to turn this issue into a general issue through pathology of the current situation and exposition of Islamic-Iranian lifestyle. To achieve this, a secondary analysis of the available data concerning the views of the Supreme Leader is on the agenda.The research findings show that problematic lifestyle in Iran after the revolution can be attributed to two currents of continuous implementation of development programs and also cultural polarization with political motives. In addition, in parallel with these two currents, we are witnessing the flourishing of some unpredictable blessings and capacities of the Islamic Revolution in the religious and spiritual fields. These are the capacities that have somewhat met with the material and spiritual support of the government.

The present study investigated the viewpoints of primary school teachers about reflection of the concepts of “The Islamic civilization ' life style” in the books of elementary school.

The research method used is descriptive-survey. The statistical population of the present study is all primary school teachers in Poldasht city. According to the formula for determining the volume of the cochlear sample, the statistical sample size of this study was considered to be 175 people and the stratified sampling method was used to select the studied units. The data collection tool in this study is a 30-item questionnaire based on a 4-point scale (very low, medium, high and very high) within the field method. The formal validity and content of the questionnaire was confirmed by professors and experts in curriculum planning. The reliability of the study was obtained using Cranbach's alpha coefficient = 0.87. The research questions were tested using valid T-sample tests and analysis of variance.

Based on the viewpoints of the teachers, the concept of doctrinal and ethical-scientific and educational and political lifestyle of Islamic civilization’s progress in elementary school books has been greatly reflected while the cultural concept and artistic-social, biological and economic has been slightly reflected, also there is a difference between the reflect concepts of Islamic-Iranian life style.

According to the views of elementary school teachers, the cultural, artistic, social and biological concepts of the life style of Iranian Islamic civilization have made little progress in elementary school textbooks, which should be given more attention by experts.

The purpose of this study was to make a comparative analysis between Curriculum Guideline for Religion and Life Textbooks of the Upper Secondary Education (CGRLT2), and elements of Islamic-Iranian lifestyle. The researchers used descriptive-analytic approaches of qualitative content analysis method. The research community includes CGRLT2 whose approaches, principles, objectives and concepts were studied and compared with the components of Islamic-Iranian lifestyle. The findings suggest that CGRLT2 mostly focuses on Islamic attitudes and values, but neglects the objective and practical dimensions of Islamic-Iranian lifestyle. In addition, CGRLT2 has the fit with the paradigmatic and cultural characteristics of the Islamic-Iranian lifestyle, and has the least fit with characteristics such as adaptability, process-ability, stage-ability, and financial and economic functions