نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 51 (تابستان 1400)

This research is intended to identify the educational principles of rational reasoning in Quranic teachings. Rational reasoning involves a conscious process for the achievement of specific goals, performed through rational propositions. The main question regards the educational principles of rational reasoning on the basis of the calling of the prophets in the Holy Quran. This research follows a qualitative content analysis through inductive method, which employs open coding for data collection from the Holy Quran through which the principles are identified. The most significant findings include: truthfulness and realism, selective acceptability, avoidance of ultrarational themes, trusting wise arguments, attention to cognitive and emotional requirements, emphasis on common features, facilitating understanding and inducing new concepts. An evaluation of the findings indicate that these principles fall into two contingent and mandatory fields. The possibility and necessity of applying contingent principles depend on the requirements and conditions, but the mandatory principles must be observed in all circumstances. This is because the desirability of the rational reasoning process depends on the mandatory principles.

Punishment in the Islamic system involves special goals, principles and methods which are explained in Islamic sources. This study is intended to review chapter thirteenth of the disciplinary regulations of the Armed Forces and to find out its agreement with the verses of the Qur'an and Islamic traditions, and to find possible gaps. This is for providing a basis for clarifying the necessity of having Islamic punishment, and providing a discourse about it, and secondly, to take a step forward to revise and complete the disciplinary regulations. This is a qualitative research following grounded theory method. In order to reach at the desired propositions, we used the qualitative content analysis method. We used Qur’anic software and Shiite and Sunni commentary books to compile the research literature. Citavi and MAXQDA software were employed to find out the propositions. In the process of establishing grounded theory, three types of open, axial and selective coding were performed, and the final research model was drawn. The results of this study, comparing the disciplinary regulations with Islamic teachings, showed that they have many features in common; yet, some cases have been neglected in the regulation, including the need for appropriate, timely and fitting punishments, the need for avoiding excessive punishment, the necessity of kind and gentle punishment, avoiding violent punishment, the necessity of gradual punishment starting from weak and mild levels and avoiding quick repetition of punishment. It is suggested that for the prevention of possible harms, the neglected cases in the field of etiquette and principles of punishment be added to the disciplinary regulations and notify all commanders and managers in different categories.

These days, cyberspace has grown beyond a medium or technology and has become a living space. Many of the concepts of these days are created in the context of this space, and it is playing a prominent role in the field of education, learning and even training of human beings. In the present era, technological instruments in the context of cyberspace are growing fast and are even serving distance education and learning. Following thematic analysis, this study aims at finding an answer for the question of what opportunities and challenges distance education and especially online education can bring about in the university system of the Islamic Republic of Iran in students' learning. To answer the question, interviews were conducted with 25 scholars and experts which resulted in the identification of 4 comprehensive opportunities and advantages and 5 comprehensive challenges and threats. Opportunities included “passing through temporal and spatial constraints", "qualitative enhancement and expansion of educational justice", "economic opportunities and international development" and "diversity in evaluation methods and supervision development". The challenges included: "structural and technical problems", "educational and moral challenges", "mental and physical health challenges", and "Cultural and social challenges". Explanation of the comprehensive codes are presented in this paper.

This research is intended to design a model of social training in the Holy Quran to prevent students' delinquency. This is an applied research following a mixed (qualitative and quantitative) method for data collection carried out in exploratory method (in the qualitative phase) and cross-sectional survey method (in the quantitative stage). The content of the Holy Qur’an was analyzed in the qualitative method. The quantitative data were collected through a researcher-made questionnaire by random stratified sampling method whose face validity was confirmed by professors. The reliability of the questionnaire was confirmed by Cronbach's alpha coefficient as much as 0.809. The statistical population included 307 principals of girls' high schools in Tehran. Data were analyzed using Kolmogorov-Smirnov tests as well as confirmatory factor analysis and were analyzed by SPSS and AMOS software. The results of the qualitative stage revealed that the model of social training in the Holy Quran to prevent students' delinquency, includes three dimensions of foundations (monotheism, Fitrah and will), principles (worshipping training, political training, moral training, and economic training), and methods (explanatory, compulsory and inductive). The output of the quantitative stage contains the model of social education in the Holy Quran to prevent students' delinquency, which includes the dimensions, factors and components of the model with their factor loads. This model has been tested through validated statistical tests and their factor validity and fitting indices have been confirmed.

This research is intended to have a comparative study on the place of altruism in the moral training of John White and Martyr Morteza Motahhari. This is a theoretical research conducted in a comparative analytical method for comparing the theories of moral training of John White and Martyr Morteza Motahhari. This research is aimed at answering the question of what sharing points as well as differences exist between altruism theories of White and Motahhari in the field of moral training. The research came to the result that both scholars settle the issue of altruism in the theory of moral training by adopting a unifying approach. Regarding personal well-being, White places the interests of others and personal interests under the title of well-being, while Motahhari, by presenting his theory of true self and developing the concept of self, emphasizes that the conflicting point must be turned from self and others to self and true self in the moral training. Hence, both thinkers believe in psychological altruism on the basis of weak interpretation, meaning that human beings can do something to benefit others. According to White, the ultimate goal of moral training encompasses the well-being of educators. Motahhari, however, based on Islamic teachings, considers the ultimate goal of moral training as intimacy to God. Moreover, due to the fundamental intellectual-philosophical differences between the ideas of White and Motahhari, White rejects religion and pursues training in a completely liberal-democratic context. On the contrary, Motahhari uses religious teachings to validate his views.

This research is aimed at making an assessment of the state of teaching the Holy Qur’an in elementary schools and designing an optimal model. This is a mixed research (qualitative-quantitative) whose sample population includes all upstream documents as well as specialists in the field of teaching Qur’an to the elementary students. The sampling method in this study is purposeful and the selection of sample people continues to the theoretical saturation point. Various tools are used in accordance with the research questions for data collection. The results of this research include: 1. The purpose of teaching the Holy Qur’an to elementary school students involves overall teaching of the Qur'an (i.e., correct and fluent recitation of Qur'anic verses, getting the meanings of the selected verses, contemplation and familiarity with the divine word for the achievement of the Qur'anic lifestyle and transcendent life). 2. The components of the optimal teaching of the Qur'an in elementary school include: objectives, content, teacher, other institutions, evaluation system, teaching methods, management of the Qur'anic affairs of the society, educational instruments and media and calligraphy, Qur'anic textbooks, spiritual-physical space and appropriate teaching time. 3. In addition to quantitative elements (i.e., educational elements), it is necessary to observe qualitative components (the features of each educational element) too.

This research is carried out to identify the obstacles and problems confronting the implementation of the qualitative-descriptive evaluation plan and to improve and modify this plan in primary schools. This applied research follows a qualitative method. The statistical population of the study consists of primary school teachers in Abadan and Khorramshahr in the academic year of 2018-2019. The sample is selected purposefully covering 22 people on the basis of theoretical saturation. Semi-structured interviews were conducted to collect data through recording and writing down the interviews. Content analysis method was used to analyze the data derived from the interviews. The results revealed that the following problems contained the most important obstacles in the implementation of the qualitative-descriptive evaluation plan in the primary schools from the views of the interviewees: a. turning away from the qualitative-descriptive evaluation system and tending to use the traditional scoring-oriented evaluation system, b. high density of students in classrooms and lack of time to deal with all of them, c. deficiency in training and supporting teachers regarding the qualitative-descriptive evaluation plan, d. massive textbook content, e. limited space, facilities and teaching materials, and f. personal problems of teachers.

The right of education contains a special position and makes special responsibilities for governments and families in all countries and in all legal systems. To pursue and enforce this right, especially in case of children, countries have made a commitment for themselves and other influential agents in the form of domestic, regional and international instruments and laws in various forms. In the Islamic Republic of Iran, too, the implementation of this right has always been on the agenda in the form of special laws and regulations; however, it has been pursued on the basis of the “Document of Fundamental Transformation of Education” since 2011. As just a few years have passed since the approval of this fundamental document and a detailed study of the various dimensions of the document seems necessary to validate its various special dimensions, this study is intended to review the jurisprudential and legal support of this transformation document, and provide corrective suggestions as much as possible. The results of this library-analytical research, illustrated that considering general titles of legal principles, and explaining the duties of the public sector are the advantageous side of this document, but inconsistency in the content, ignoring main sources such as Shiite jurisprudence and civil law, the interference of the fields of rights and duties, the presentation of legal issues in other sectors, lack of clarity in the duties of institutions outside the government (such as the family) comprise  the drawbacks of this transformational document. Fixing these problems seems to increase the scientific richness and the ability to support and enforce the document. It is suggested that, the jurisprudential and legal principles be classified into two separate sections, and be presented independently in the documents of philosophy of education and philosophy of formal and general education in order to amend the document (based on the third paragraph of the eighth chapter of the Transformation Document).

This research generally aims at identifying the damages of religious education in the formal education system of the country, and providing appropriate solutions for the reduction of these problems on the basis of the views of teachers, educators and students. In this modern era of education, in which indicators of knowledge and life skills are being redefined almost every day, a highly important issue that has attracted the attention of most educational experts and research topics, involves the new plan of religious education in the formal education system of the country. This is a qualitative research using a semi-organized interview method. The research community includes university professors, religious and educational teachers, and high school students selected purposefully by maximum diversity and saturation point sampling method. The data analysis contains a descriptive-interpretive approach. Findings showed that destructive factors and barriers against religious education can be divided into two groups: 1. Factors related to the officials and curriculum planners, and 2. Factors related to the curriculum designing (needs analysis, objectives, content, method, teachers, comprehensiveness, time, place, evaluation). To conclude, some of these damages can be prevented by reconsidering the development of all stages of curriculum planning and coordination among all institutions of the society and paying attention to the hidden curriculum.