نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 49 (زمستان 1399)

Identifying the competencies of the professors and trainers is an important and vital concern in the education system. This qualitative and developmental research is carried out with the purpose of designing the model of competencies of professors and trainers based on the speeches of the Imams of the Islamic Revolution. To achieve this goal, theoretical issues and the related researches were studied. Afterwards, the concepts and categories were derived from the data through the grounded method and three stages of open, axial and selective coding. After several steps of conceptualization at different levels of abstraction and definition, the relationship between categories and the central phenomenon and their theoretical combination were clarified, and a theoretical model was presented. In order to prove higher accuracy and validation of the obtained results, the viewpoints of 12 managers at strategic level and the faculty members in the education system, directly responsible for the issues of professors and trainers, were obtained through a researcher-made questionnaire. The results were analyzed by the Kolmogorov-Smirnov tests, Friedman test, Parametric and t-test. Finally, the dimensions and components and rankings were presented in the form of proper tables. In this research, according to grounded theory logic, 351 documents were read completely. Based on these documents, 1131 theoretical propositions were obtained. Afterwards, as a result of the go and return studies, 87 codes were recognized which were classified in eight categories including, knowledge, capability, skill, attitude, insight, personality traits, moral characteristics, and validity. Finally, the central codes cycling the chosen codes, or the central phenomenon of the competencies of the professors and educators, formed the conceptual model of the research.

The purpose of this study is to have a comparative study on the idea of ​​virtue-oriented knowledge in Islamic and Western thoughts and their educational applications. The researchers of this analytical-comparative research first clarified two concepts of knowledge and virtue and then explained their relations. The results signified that this idea can only develop precisely when it accompanies its main essence, virtue and virtuosity, as the main spirit of knowledge in support of all knowledge activities. In the second phase of the research, a comparative study was held between the idea of ​​virtue-based knowledge in Islamic and Western thoughts. The comparison indicated that the idea of ​​ virtue-based knowledge of people in the West, unlike that of Islam, suffers from shortcomings. In the Islamic worldview, the principle of monotheism leads to intimacy to God as its ultimate goal. To conclude, the ethical application of knowledge, recognizing the value orientation aspect of knowledge, practical and technological application of knowledge, and the acquisition of beneficial knowledge were identified as educational applications of the idea of ​​virtue oriented knowledge.

The main purpose of this study is to investigate the educational role of teaching the family law jurisprudence materials on the reflective thinking of students at Valiasr University of Rafsanjan. This is a quasi-experimental study which employs a pretest-posttest design through experimental and control groups to achieve the objectives. The statistical population includes all undergraduate students of Valiasr University of Rafsanjan in the second semester of 2018-2019. The selected sample responded to the reflective thinking questionnaire of Kember et al. Gaining a score of 52-65 in the test, 120 people were found qualified to enter the study. Using simple random sampling method, the researchers selected 40 people and divided them into two groups of 20 members (constituting the experimental and control groups). The experimental group underwent 14 sessions of teaching the material of family law jurisprudence. By completion of the teaching sessions, the researchers repeated the test once more. Data analysis was performed at descriptive and inferential levels. There was a significant difference between the results of pretest and posttest in terms of the mean scores of the subscales of reflective thinking and the final reflective thinking. Proper teaching method and appropriate materials are important factors influencing the development of reflective thinking skills. Teaching the family law jurisprudence materials had a significant effect on increasing students' reflective thinking skills (the constituents of comprehension and critical thinking).

The inferential method of rational necessity is a valuable issue in the philosophical researches on Islamic education which has been focused by some researchers in this field of humanities. This study is intended to concentrate on the question of how the educational inferences can be derived from philosophical foundations in the philosophy of Islamic education. This study is aimed at investigating and explaining inferential method researches on the rational necessity from educational indications of philosophical and religious principles and propositions. In this research, the author has applied descriptive-analytical and inferential methods through library resources in the description of concepts, analysis and explanation of the problem. The researcher concluded that the inferential method of rational necessity can be used in inferring educational indications with more confidence than logical analogy. The educational philosopher can make use of metaphysical, ontological, cognitive, axiological, anthropological, and theological principles in inferring educational indicators. Moreover, the inference of educational indicators is based on the necessary relationship between the educational principles and components based on the command of reason to such necessity.

Moving into the postmodernism era, the conceptual boundaries of many ideological and cultural foundations have been disrupted.  Accordingly, fundamental concepts such as identity and worldview in indigenous belief systems and cultures have been deeply challenged. In the meantime, teaching foreign languages, has occupied an important aspect of epistemological globalization and commodification that deeply affects the nature of identity and worldview and indigenous ideological system. Since the epistemological foundations of the Islamic Revolution and that of Islam are in conflict with the epistemological foundations of the native language countries, this challenge seems more acute in Iran and the need for a cognitive separation from the Western imperialist bases of foreign language teaching is felt more critical. Considering the fact that almost no real measure has ever been taken to address this phenomenon, and for the localization of foreign language teaching in the country, this study is intended to make an attempt for its localization through documentary research and the study the global theoretical currents, localization of language teaching and material preparation, arrangement for knowledge development, teaching methodology, and educational planning in other countries. The results indicated that in the fields of educational terminology, knowledge development, methodology, linguistic acculturation and syllabus design, there is a need for fundamental changes in foreign language teaching. In this regard, strategies must be proposed considering the major concerns of the state and the decrees of the Supreme Leader. The results of this research can be employed by educational, cultural, and higher educational the decision makers, and researchers in the field of language teaching and teacher training.

This study is conducted for explaining the constituents of human rights and analyzing its place in the upstream documents of education in Iranian. This is a descriptive-analytical research including documentary analysis and content analysis. The research community consists of two sections including the texts related to human rights and the content of the four upstream documents of the education system. According to the nature of the issue, the entire statistical community was studied and analyzed without making a sample. Measurement tools included note taking as well as content analysis checklist developed by the researcher. The documentary data were analyzed by qualitative method. The data derived from content analysis were analyzed through descriptive indicators in Shannon entropy analysis process. The research results indicated that: 1. The conceptual framework of human rights can be formulated in three basic rights including civil and political, social and economic, and cultural rights. 2. The constituents of human rights have been considered 364 times totally, the density of which is very high in the social, cultural and economic rights (36.53 percent), and very low in the civil and political rights (30.21 percent). 3. The highest coefficient of importance related to the document of fundamental transformation document (0.542), and the lowest coefficient of importance related to the document of national curriculum (0.202).

Bearing in mind the fact that we live in a society which follows religious principles and rules, the recognition of the goals of religious education, especially from the viewpoint of Islam, is a significant necessity of educating people properly towards the path of prosperity. Since a great part of education takes place in schools, the educator have to be familiar with the goals of religious education, by recognizing that they can follow the right path towards educating the learners. This study is aimed at investigating the goals of religious education of adolescents through enjoyable approach. In terms of purpose, this is a practical research which follows a qualitative content analysis method. Its statistical population includes the Holy Qur'an and narrations (source books containing hadiths and narrations), and the views of scholars of religious education fields. First, the researchers derived the data by reviewing the Islamic texts. Then, they performed data analysis in three open, axial and selective coding stages, and in the next stages, they made categorization, integration and refinement of the codes resulting in the central category of “the goals of an enjoyable religious education”. The findings indicated that the most important mediating goals of religious enjoyable education containing reinforcement of the spirit of truth-seeking, theism and enhancing  faith in God; moral goals including self-knowledge, self-knowledge and self-purification; scientific and educational goals containing reinforcement of the spirit of rationality, thinking and research, training the spirit of contribution and cooperation, raising  the spirit of constant education and the spirit of book reading, all of which are in line with the goals of achieving the ultimate objective of intimacy to God.

Spiritual training is now regarded as a type of training by religious and non-religious approaches. This study is aimed at investigating the lifestyle of spiritual people from Islamic point of view. The statistical population includes researches, articles, dissertations and books related to the foundations of axiology and spiritual education, from which the sources referring to the purpose of this research were selected as the sample. Using document mining method, the researchers reviewed all available books, documents, databases, and articles assessing the concepts of evaluation and spiritual education, including Islamic and non-Islamic researches, for data collection. The data were then analyzed through inferential and interpretive methods. Any educational foundation is influenced by a philosophical foundation. The research findings indicated that the spiritual people’s lifestyles are concentrated to love, participation and generating, and creative construction. It is not based on material ownership, power, and domination. Based on these findings, it is suggested that this type of training be made available to educators and educational administrators for implementation in schools at different levels of education.

The main purpose of this study is to investigate and the moral educational approach of the dignity plan at schools. To achieve this goal, three methods of critical philosophical exploration, conceptual analysis, and comparative analysis are employed. This study contains two main stages. Firstly, the main approaches of moral education containing the principles, goals, methods, and evaluations are discussed. The second stages involves a comparison of the dignity plan with regard to each of these approaches, and an identification of the moral education approach governing it. The finding of this study revealed that the dignity plan in schools is comparable with the principles, goals and methods of the two approaches of training-based and the religious-Islamic approaches to moral education. Moreover, the results showed that there is a possibility of placing these two approaches in a harmonious combination.