Evaluation of Elementary School Textbooks based on Iranian-Islamic Lifestyle Components

Introducation: 

Each person's lifestyle is a cognitive framework in which a person chooses certain behaviors. These behaviors help a person to cope with life. But in general, despite the confusion of the theoretical definitions of lifestyle, the existence of common axes can be felt among most of the existing definitions. Therefore, the beliefs, values, manners and habits of life are the components of the social identity of the human society, which itself is a result of the worldview and ideology of the same human society. These behaviors in Islamic culture originate from the monotheistic worldview and provide the material and spiritual needs of man in this world and the hereafter. The consequences of this lifestyle provide human growth, excellence and happiness. Moderation in life and observance of moral virtues are among the distinctive features of this lifestyle. The aim of this research was to evaluate elementary school textbooks based on the components of the Iranian-Islamic lifestyle model. Considering the efforts of the West to promote its desired lifestyle in Muslim countries, we need to formulate a comprehensive and codified program based on the Islamic Iranian approach that can effectively confront the Western lifestyle. We also need young people and teenagers who are trained and raised based on the characteristics of this lifestyle, and this lifestyle based on the Iranian-Islamic approach should be taught in a detailed and basic manner, and therefore, it is the best way to This lifestyle should start from the beginning of formal education, i.e. from the elementary school system, so that it can be integrated with the personality of the students, and in accordance with their physical and personality development, this type of lifestyle will deepen in their existence. Although some efforts have been made in this field in the educational system, such as in some curricula, the title of Islamic life and education is considered, which is taught in the elementary grades, but nevertheless There is a concern that the output of education, i.e. the graduates of different academic courses, are not as they should be, and perhaps they are not adapted to the behavior based on the educational model of the Islamic-Iranian lifestyle. Research Question 1- How are the basic textbooks of the component (insight, attitude and tendencies) of the Islamic-Iranian lifestyle model? 2- How are elementary textbooks based on the component (human relations) of the Islamic-Iranian lifestyle model?

Mehtods:

 The research method was a qualitative case content analysis. The statistical population of the research included all six-year elementary school textbooks in the academic year 99-98. The research sample included 26 volumes of textbooks of five titles that had a higher relevance to the research objective and topic, and were selected using non-random selective sampling. In order to have a qualitative analysis of data, the qualitative content analysis method of King and Horrocks was used with the MAXQDA-2018 software.

The results of the analysis of the first and second research questions showed that based on the Iranian-Islamic lifestyle model, in the components of attitudes and orientations, in 6 grades in the "Farsi-Bekhanim" and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of religious rituals and ceremonies, but the books of "Benevisim" and "Motaleatee-ejtemaei" had the highest frequency related to the sub-component of cultural signs. And in the component of human relationships, in 6 educational bases in the Persian book "Bekhanim," the book "Benevisim," and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of respect and reverence, but in the book "Talimat-e Ejtemai" had the highest frequency related to the sub-component of collectivism and individualism.

The results of these questions indicate that the emphasis of the producers of elementary textbooks is based more on cultural and religious components and less on more material components such as worldliness, materialism and happiness. Paid. In fact, it can be said that the creators of the content of elementary textbooks tried to point out both the religious dimension and the national dimension of Iranian Islamic identity above all, and show both aspects well and distinguish it from others. Differentiate dimensions and aspects. Considering that the results of the research showed that the content of the primary course content is more emphasized on the spiritual, cultural, national and religious aspects, it is recommended that those involved in the education system strengthen teachers in this field and train in this regard. pay more attention Also, considering that the results of the research showed that the dimensions of life skills, such as anger management, expressing emotions, empathy, good communication with oneself and others, etc., are less emphasized in the elementary school textbooks, therefore, those involved Preparing the content of the textbooks of this course, it is suggested to pay more attention to these dimensions and to address them more in the content of the textbooks. It is suggested to analyze the content of the textbooks of other academic courses in the future researches, so that in addition to a more comprehensive picture of Iranian Islamic lifestyle in the books of these courses, a comprehensive picture of all academic courses can be obtained in terms of Iranian Islamic way of life.