نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال پنجم شماره 17 (زمستان 1399)

Many models of counseling have been used in the prevention, development and treatment of clients. One of the new consulting approaches is Ismaily (2014) Sahmgozari  model based on Islamic ontology. The purpose of this study is to explain the components and investigate the role of consultantschr(chr(chr (chr(chr('39')39chr('39')) 39chr(chr('39')39chr('39'))) 39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) 39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))3 9chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))) Sahmgozari style in order to create sustainable changes of the first, second and third types in clients. For this purpose, we used the grounded theory research method. The sample consisted of 5 counselors and 6 clients who used semi-structured interviews to extract experience-based perspectives. The obtained model includes the underlying factors and strategies and the central phenomenon in the realization of the sharing style. The central phenomenon in the realization of balanced Sahmgozari style is composed of attitudinal, functional and communication components. Creating awareness and perception of being centered around the axes of the role of creation, good creativity and purposeful expansion is the underlying factor of a balanced Sahmgozari style. The therapistchr(chr(chr(chr(chr ('39')39chr('39'))39chr(chr('39')39chr ('39')))39chr(chr(chr ('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))s focus on the role of clients in existence, ontological evaluation, and preparation for the future constitute strategies for achieving a balanced Sahmgozari style. The present study shows that using the Sahmgozari model to bring about change can be a good predictor for greater stability in a variety of changes. In addition, due to the fact that the client reaches a higher level of self-awareness and self-coordination with the components of existence, they can act as their own consultant.

This research seeks to investigate ‘the analysis of Iranian-Islamic university idea in Iran’s higher education documents’ (Islamic university document, country’s comprehensive scientific document, twenty years perspective document, and the law of the fifth plan of development) in order to present an Islamic-Iranian university paradigm. As far as the nature of the data is concerned, this study is qualitative; and as far as the aim is concerned, it is a foundational research, as the data will be used to present a conceptual frame. In view of the essence, the aim and the questions of this study, the ‘conceptual analysis’ and ‘documentary analysis’ methods have been used here. The analytic population in this study consists of the available sources around the existent ideas regarding the university and also the higher education evolutionary documents of Islamic republic of Iran chosen purposefully and the achieved data have been analyzed continuously and deeply, simultaneously with data collection process as well. The findings show that the idea of university has two main dimensions of scientific and Islamic in the higher education evolutionary documents of Islamic republic of Iran, which is approximated to classical, contemporary and novel ideas respectively in the scientific dimension. In addition, while paying attention to science and technology progresses, it has tried to proceed in Islamic framework and culture in Islamic dimension. the findings of the study have been presented as a conceptual frame for Iranian-Islamic university. In surveying and analysis of the quadruple documents of higher education Islamic republic of Iran, we identified and named the following ideas: In Islamic University Document (2014), four special idea of this document have been identified under the titles of ‘science sanctity’, ’inner upbringing and refining’, ‘spiritual growth’, ‘Islamic revolution ideals’ and ‘family strengthening’. In Country’s Scientific Comprehensive Document (2011), two special ideas of this document have been identified under the titles of the ‘ideological and monotheism sovereignty of Islam’ and ‘the first grade in science and technology’. In the Twenty Years Perspective Document (2005), two special idea of this document have been identified under the titles of ‘safe, independent and powerful’, and ‘achieved to the first grade of economy, science and technology’. Finally in the Fifth-Plan of Development Law (2011), two special idea of this document have been identified under the titles of the ‘compilation and promotion of qualitative indices’ and ‘cooperating with seminary schools’. To put it in the nut shell, after surveying all of the higher education documents as well as the theories about university ideas, we have founded that the higher education evolutionary document idea around the Iranian-Islamic university is an idea retrieved from Islamic ideology in which classical and contemporary university viewpoints in various dimensions of education and research were covered; hence, Iranian universities need a rethinking and revision in their mission to be able to coordinate themselves to revolutionary missions in the documents.

The main purpose of this paper is to achieve a new and more comprehensive reading of transcendental philosophy in terms of the relationship between the components of thoughts, states, and actions, as well as how it affects the consequences of the religious education model. In the common view, man’s thoughts affect his states, and his states affect his actions. It seems that in the above perception, which is the dominant opinion, the relationship between the thoughts, states and actions is one-sided and linear, and subsequently, it tends to highlight the theoretical classes and emphasis on educational content which has not yielded valuable results yet. This paper investigates the Mulla Sadra’s view on the main question ‘What educational implications does Mulla Sadra’s anthropological view of the relationship between thoughts, states, and actions provide in terms of the basics, goals, and principles of religious education?’   Since the philosophical studies are mainly of theoretical nature, this study seeks to refer to Mulla Sadra’s works including Asfar Arbaʻa, al-Mabda’ wal-Maʻad, Rasa’il Falsafi, Shawahid al-Robubiyya, Kasr Asnam Jahiliyya, Tafsir Quran Karim, and the exposition written for his works, such as Rahiq Makhtum, (Jawadi Amoli), and the Persian exposition of Asfar (Hassan-zada Amoli) to find the goal and the principles of religious education through the philosophical analogy and Frankena’s inferential method.        The results of this research revealed that Mulla  Sadra believed in the interaction of each of the three aforementioned components and in other words, believed in the Hermeneutics Circulation between the three components of thoughts, states and actions. Thus, in transcendental philosophy, not only the linear view has not been weighted, but the multifaceted effects of the components and the promotion of human existence in this increasing course are emphasized. According to such attitude, the basics, goals and principles of religious education considered by Mulla Sadra, instead of cognitive and one-sided education, emphasizes the multifaceted education.

The purpose of this study was to investigate the relationship between religious attitude and academic performance in terms of the mediating role of academic stress among students of Guilan University. The study population was all undergraduate students of the University of Guilan (19953) among whom the 376 subjects were selected by simple stratified random sampling method using Krejcie and Morgan table. To collect desirable data, the following questionnaires were used: Religious Attitude Questionnaire by Khodayarifard, et al (1388); Academic Performance Questionnaire by Dortaj (1382); and Academic Stress of College Students by Gadzella and Baloglu (2001). Data analysis was performed using structural equation modeling method and Amos software. The conceptual model of the research was fitted to confirmation and then the standard regression coefficients of the model were explained. The findings showed that religious attitude has a positive direct effect of 0.32 on academic performance and also an indirect positive effect of 0.048. Therefore, religious attitude, in addition to having a positive effect on academic performance, improves this performance in students by reducing academic stress. Therefore, the authorities are advised to make more efforts to strengthen the religious attitude of students to increase the academic performance and reduce the incidence of academic stress.

The purpose of this study was to identify the motivating components of Khamsa ʻAshar supplication on students’ intimate relationship with Allah. The statistical population of the study consisted of female high school students in the Tabadakan region of Mashhad in the academic year 2019-2020, and consisted of about 6150 students, and 360 students were selected as a sample through simple random sampling according to Morganchr('39')s table. This research method was a mixed one in terms of implementation (qualitative-quantitative). In order to analyze data in the qualitative section, the text of the Khamsa ʻAshar supplication was studied using NVivo10 quality software, and then the components affecting human’s intimate relation with Allah were identified through open and central coding. Also, based on the extracted components, a 32-item researcher-made questionnaire with a 5-point Likert scale was developed. The face and content validity of the questionnaire were confirmed by expert professors. The reliability of the questionnaire was calculated to be 0.935 Cronbach’s alpha. In the quantitative part, for data analysis, descriptive and inferential statistics including Cronbach’s alpha, extracted mean-variance, the mean root of extracted variance, Kolmogorov-Smirnov, exploratory factor analysis, confirmatory factor analysis, SP1, and single sample t-test through the NVivo10, SPSS24, and Smart-PLS software were used. The results showed that the four components of ‘one’s own right’, ‘Allah’s right’, ‘people’s right’, and ‘Infallibles’ right’ extracted from the Khamsa ʻAshar supplication have a positive effect on the intimate relationship of female students with Allah. Thus, inclusion of the supplication in the textbooks can be effective in the students’ intimate relation with Allah.

The purpose of this study was to investigate the characteristics of the physical environment of schools in religious education. The research method was the mixed exploratory-sequential method. The content analysis method and the survey method were respectively used in the qualitative research method and in the quantitative research method. The statistical population in the qualitative phase of study was consisted of two groups: the first group was the textbooks and papers on Islamic architecture, which were purposefully selected, and the second group was 9 school educational educators who were selected by purposive sampling through the desired items and based on the theoretical saturation rule. The statistical population in the quantitate phase of study included 118 school educational educators participating in the study through the census method. The data collection tools were the interviews and questionnaires that both validity and reliability were confirmed. The findings in the content analysis phase showed that spatial diversity, use of art and visual appeal, attention to the surrounding community (common worship base), design of prayer space (emphasis on the altar and dome), attention to the centrality of the yard, emphasis on natural elements and easy access to facilities (e.g. ablution area) are some of the things that should be considered in Islamic education in designing the physical environment of schools. In the interview phase, the educational educators pointed out the beauty of the prayer place, amenities, flexible and multi-functional design, the focus on the prayer space, being visible and inviting. Finally, the findings of confirmatory factor analysis identified five characteristics as a physical environment of schools in religious education: spatial diversity, beauty and visual appeal, attention to the surrounding community, a desirable prayer space, the centrality of the yard, and attention to nature.