مجله پژوهش های تعلیم و تربیت اسلامی
پیاپی 13 (بهار و تابستان 1398)

The purpose of the present study is to present the Islamic pattern of “moral autonomy” based on Quran and Holy Hadiths using the method of grounded theory. Moral autonomy means self-legislation, individual authority in ethical principles, ability of reasoning, free and responsible decision-making for action and its consequences. The study of Islamic resources and the code analysis showed that main causes and factors affecting moral autonomy include having the power of reason and ability to think and learn, human agency (originating from cognitive, attitudinal and voluntary fundamentals), human empowerment and his free will. Personal rationale and being morally agent in special fields and conditions include liberating and rational training in society, the value of knowing, encouraging and teaching to think in general field, the importance of accountability and public responsibility for personal and collective behaviors. Imitation, ignorance, relying on suspicion, precipitancy and coercion in personal and social field are disruptive factors of moral autonomy. Actions done by an independent moral agent include relying on rationale and focusing on personal responsibility, understanding the law from religious texts and orders, law-making and compliance with laws. The results of the mentioned strategies are accepting the guidance, conscious faith not the imitated one,  calmness of heart in the world and salvation and Divine satisfaction in the Hereafter.

God has introduced many of the barriers to knowledge in the verses of the Holy Qur'an and has reminded the human being of the results of its utilization or delinquency. Utilizing the perceptive, sensual, and practical factors of knowledge would conduct the human being toward bliss and lead to religious training; on the other hand, following the barriers and pests of knowledge would lead to the crisis of knowledge. Nowadays, by the emergence of new schools of thought, besides doubts cast on usefulness principle of religion, the cognition of general meaning of religion has also encountered crisis. The result of such crisis is confusion of contemporary human being and loss of the meaning of life. This paper investigates the crisis of knowledge via an analytical method from the viewpoint of its relation with religion. Therefore, by analyzing certain evidence and reasons derived from the Holy Qur'an, it was unfolded that “certainty” is a key notion for solving the crisis of knowledge and it is possible only in the light of its utilization to offer strategies and educational implications convenient to religious training.

Compassion is a set of attributes and skills that prevent or heal the material and spiritual sufferings of man and cause his well-being and education. It has also been a positive feature of prophets as well as a tool with two basic educational roles: a. preventing and healing human sufferings and b. establishing mutual affection and well-being. Using a descriptive-analytic method, the present paper examines the compassion of prophets reflected in the Holy Qur’an and tradition and analyzes its educational role in leading communities to achieving sublime characteristics, alleviating their own as well as other people’s sufferings and improving social behavior and well-being. This goal is attained through getting accustomed to compassion. The results of the research indicated that a) compassion is a positive trait of “individual” and “social” education that influences one’s own well-being and healing of sufferings as well as those of others, b) affection is an important component of compassion, but not its only component, and c) compassion is a set of attributes and skills the most important of which are welfare motivation, paying attention to sufferings, raising the threshold of tolerance, kindness and consciousness, sympathy, empathy, and making positive images.

The habit method has been used by educators since a long time ago; therefore, The present study tries to explain and conduct comparative study on the necessity and limits of using habit in moral education in accordance with contemporary approaches and criticize and reconstruct them based on the theory of the human as an agent In other words, the study, which is conducted by using conceptual analysis, has addressed the concept and status of habit in contemporary approaches (character and cognitive education and value explanation) and the theory of the human as an agent. It also tries to determine the necessity and limits of using this method in them. Habit, which has function of repetition, has a special status in the character education approach and it is absolutely essential to be used while the cognitive approach is explicitly opposed to this method. The approach of value explanation does not consider a position or status for it. In Theory of the Human as an Agent, habit is introduced as a pseudo-education, which is separated from education due to some factors such as explanation, criterion, interniples

One of the important issues that has entered the field of literary and artistic criticism in recent years is the topic of cultural semiotics. The relationship between cultural growth and symptoms is one of the most controversial issues that has entered the field of child and adolescent studies through technology. Considering the creation, promotion and transfer of Ashura culture among the younger generation in the era of technology and media, has produced numerous cliparts for the children and teenagers in Iran. The semantics of signs in lyrics and images of clip art can be analyzed and criticized. In this paper, we used a descriptive-analytical method to examine the outer and inner layers of the signs in the Ashura clip art in "Object Objectivity" and "Transmission". The purpose of this study is to determine the role of signs in the creation, transfer and continuation of Ashura culture by means of poetry and illustration in animated cliparts for children .The findings show that in most of the selected cliparts, the outer layers of the signs have direct messages, and the creators have put in place shared doctrines based on social religious culture with the poetry and the image for children. Among the main teachings of Ashura are a more martyrdom and a significant part of the signs associated with the oppression of the Prophet Muhammad's family. There are weaknesses in the inner layers of the signs, the most important of which is the limitation in the capacity to extract.

The present study was conducted aiming to investigate the foundations, principles, values and approaches of Islam and Liberalism to education as well as to make a comparative analysis of these two stances with regard to the significance of objectives in directing the process of education on the basis of two ultimate and mediating goals (belief, ethical, cultural, social, civil, emotional, etc.). The research method was of a deductive-analytic nature which examined the documents related to the topic. According to the findings, it can be stated that each of the two educational views highlighted various kinds of objectives. With regard to the liberalist approach, educations seeks to achieve knowledge and is human-centered, while Islamic approach is God-oriented and seeks not only to increase horizons of knowledge but also to develop equally all aspects of human nature.