نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 47 (تابستان 1399)

This research is intended to explain the role of corresponding metaphor and distinguishing its meaning from purely literary, aesthetic or inspiring perceptions, in order to increase scientific accuracy in Islamic education. Hence, due to the mere reliance of corresponding metaphor on the religious texts, as well as the non-selectiveness of its generality and framework, it can be regarded as a suitable alternative to the existing approaches for proposing the principles and bases of the Islamic education. This metaphorical model contains the characteristics of centrality of science instead of training, focusing on details in place of the whole, the simultaneous link between science and training instead of a continuum relationship, and considering basic roles in place of complementary role.

People live in various environments and their training and personality are affected by their environments. Hence, this study is intended to explain the role of environment in human training. Qualitative content analysis of the text is used to identify the role of environment in the Holy Qur'an. Having found the units of analysis, environments were divided into different types and were analyzed and interpreted accordingly. Based on the related verses, different types of environments were divided into two main categories, worldly and unworldly. The worldly environment includes two subcategories of human environment and non-human environment. Individual and collective environments, including family and society, were categorized as human environment, and tangible environment, including nature and geography, and intangible environment, including angels and devils, were classified as non-human environment. The non-worldly environment is also explained in terms of two arenas of the purgatorial environment and the hereafter environment. Individual, family, social, visible and intangible environments can be constructive or harmful. But, the purgatory and otherworldly environments are introduced only as paving the way for training. The personal environment refers to the environment wherein a person performs anything relating to himself, others and God, its effects reflect back to himself. In the family environment, the purity and righteousness of parents, especially of mother, and the harmony between them, affect training. In societies, too, different social, religious, economic, cultural, political, and human communication fields, affect training. The observable environment designate that each section of ​​the earth has a specific effect on humans. Furthermore, the angels play role in training human beings by helping them and repelling harms and calamities from them. On the other hand, the devil plays a role in training human beings by tempting them and inviting them to evil. As a final result of this discussion, any environment that draws people closer to God, is more appropriate for training.

Critical thinking is recognized as a basic skill in wise training of human beings in Islamic community. The Holy Quran, as a source of appreciating thinking for all human beings, contains the components of critical thinking. This research is aimed at identifying the components of critical thinking with reference to the training in a verse of the holy Surah of Al-Baqarah. This is a descriptive-analytical research. It is descriptive because the aim of the researcher is to describe the issue objectively, realistically and systematically. It is analytical in that it is intended to explain the nature of the critical thinking as a result of studying a special verse in Surah Al-Baqarah. Hence, the relevant verses were purposively selected from the Holy Quran. Then, using inductive-deductive content analysis in an open coding method, the collected data were analyzed through qualitative analysis. The findings of the research indicated that critical thinking is a special topic in the Islamic education and the Holy Qur'an contains its components. Finally, special examples were extracted from Surah Al-Baqarah for each of the identified components. The results of the study resulted in the identifications of the components of critical thinking including storytelling, questioning, judging with specific criteria, allegory, reasoning, critical analysis, avoiding personal bias and intentions, justice and truth-seeking.

This study is intended to explain the components of the modern Islamic civilization proposed by the Supreme Leader as well as analyzing its position in the upstream documents of Iranian education. This is a descriptive research following documentary analysis and content analysis through an applied approach. The research population includes all the texts related to the components of the modern Islamic civilization which the Supreme Leader proposes, and the content of four upstream documents, due to the nature of which the entire statistical population are selected. Special forms and research material analysis checklists are used as research tools. The documentary data are analyzed qualitatively, and the content analysis data are analyzed through the indicators described in Shannon entropy analysis process. The results indicated that the conceptual framework of the components of the modern Islamic civilization proposed by the Supreme Leader, can be categorized in nine components. Furthermore, the selected documents included 248 cases of the components regarding modern Islamic civilization, the frequency of individual components contained 40 for faith (16.12%, the most frequent component), and 16 for the component of avoidance of superficiality (6.45%, the lowest frequency). Moreover, the most important document was the Fundamental Transformation Document (0.611), and the least important document was the National Curriculum Document (0.283).

This research is intended to identify the effective components and the role and the effect of standardization of the training system and organizational instruction. This qualitative exploratory applied research follows a descriptive-analytical method. The statistical population of this research, in the qualitative section which aims at deriving bases and determinants, contains the documentation of the "Comprehensive Design of Organizational Instruction and Training System" including projects of religious and philosophical foundations (anthropology, ontology, epistemology, valuation), psychological bases (physical, cognitive, emotional, and social), biological and technological foundations. The theoretical bases were derived from books, essays and other available sources. 10 organizational training experts were purposefully selected as the research sample for confirming the validity of the research findings. After presenting the results at expert meetings, they were confirmed by the consensus method and were finalized. In the first step, the basic effective determinants in standardization of the organizational training and education system were extracted and were confirmed by a specialized working group (research sample). The effect of the foundations and determinants on the standardization of the educational system was derived from the theoretical foundations and was presented after the application and confirmation of the working group. Finally, the type of the effect of the bases and determining factors on the standardization of the organizational education system was formulated and presented in the form of short statements. Just as the findings of this study were the bases for designing the system of standardization of organizational instruction and training system, both of the method presented in this research and the findings can be applied to the designing patterns and processes of educational system and organizational training, especially the subsystem of standardization of instruction system, and organizational training or the educational system of the country (education and higher education systems).

Teaching ethical concepts plays an important role in shaping the identity and communicative skills of students. Nevertheless, Researches show that moral values ​​have not been internalized by the students as much as they are supposed to, and they are facing identity, spiritual, and moral crises. Hence, it seems necessary to explain the components of moral development in which can meet the educational needs of moral concepts. Therefore, this study is intended to explain the components of moral development of first grade high school students in the framework of the philosophy of Islamic education and training. This is a descriptive research following library and documentary methods. The population includes the written documents, global experiences, theoretical foundations and existing literature related to moral development and Islamic education. Purposive sampling method was employed, which continued until the theoretical saturation of data. Having reviewed the theoretical foundations of moral growth and Islamic education, the researchers arrived at 388 components of moral growth, by analyzing and integrating of which 7 main components and 14 sub-components of moral growth were extracted. They included the following: 1. the component of distinguishing good things from evil things and intention towards values ​​included the components of choice and decision-making, do's and don'ts, etc. 2. The component of reasoning and correct judgment included achieving insight, creating correct understanding and so on. 3. The component of flourishing of the capabilities contained the excellence of existence. 4. The component of general and all-encompassing principles contained the contractual principles of ethics. 5. The component of self-development and self-reliance included intuition, etc., 6. The component of practical wisdom included human behavior. 7. The component of lawfulness included paying attention to the rules and regulations. The results also indicated that the most important need from among the sub-components contained increasing attention to the component of "contractual ethical principles".

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.

Mild training refers to a type of training that emphasizes on the unconscious or semi-conscious transference of concepts to the mind of the trainees for creating a soft and constant change in them. This method of education, the most important advantage of which is to counter cultural aggression and soft warfare, relies on two very important foundations including the existence of a conscious or semi-conscious section in human mind and the transformability and multiplicity of education. This library research is intended to review soft educational method with emphasis on Shiite narrative sources through a descriptive-analytical approach. The results indicated that Islamic leaders have practiced three types of training which include:  “training by command”, “soft training”, and the combined “command-soft method”.  The soft method was not specific to a certain field; rather, it was practiced in ethical issues, subjects relating to faith, and issues relating to religious instructions. However, the frequency of using this method in religious instructions is higher than others.  They employed art and artistic language for the satisfaction of the study. This included various techniques such as: allegory, mental denial, dramatic actions, illustration, gift-giving, pragmatism, geometric shapes, etc.

The main purpose of this study is to find an answer to the main question of what a Muslim is supposed to do when he/she is faced with the issue of pleasure and enjoyment. Should he/she take pleasure or avoid all of them, or he/she is just supposed to benefit from some and avoid others? This is a descriptive-analytical and inferential research. The research findings indicated that pleasures are of different types including sensory and physical pleasures, intellectual and mental pleasures, mystical, and spiritual pleasures. According to the Qur'anic verses and Hadiths, man should enjoy each of these pleasures without extreme and excessive use. Yet, pleasures that cause annoyance to others, or cause regret and spiritual suffering for oneself, should be avoided. Pleasures that cause physical and bodily harms and those which spoil the Hereafter, must be avoided too.