نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال هفتم شماره 25 (زمستان 1401)

This study aimed at investigating the role of education system in realizing the goals of resistance economy in Iran.

For this purpose, the method of document content analysis was used, and to prioritize, the model based on the experts’ opinion approach was expanded and used in multiple ways. As for experts’ opinions, the research population included university professors, managers and experts of education, and managers and experts of institutions related to education, who were purposefully selected based on their knowledge, expertise, and interest in participating in this study. To analyze the findings, Friedman's test, two-way analysis of variance, and Kruskal-Wallis one-way analysis of variance were used, and the independence of sample groups from different statistical populations was tested.

The results of prioritizing the strategies and programs based on the average ratings showed that the strategy of "developing the participation of education system in realizing the goals of the resistance economy in Iran" has the second priority out of the four strategies. Furthermore, the program of "making resistance economy a discourse, and explaining relevant policies such as economic jihad, as well as promoting the culture of preserving the public treasury and  people’s rights, the rule of law, and responsibility towards the environment", has the first priority among the programs related to the strategy of developing the participation of education system in the society.

despite the diversity of experts' opinions about the definition of resistance economy and its relationship with Islamic economy and the difference in the views of the three groups of university professors, managers and experts in education, and managers and experts of institutions associated with education, approaching an agreement to make a discourse and realize the goals of resistance economy in Iran is recommended.

This study aimed at evaluating the effectiveness of reading stories in teaching hijab to elementary school girls.

This evaluative study was conducted with a qualitative approach and a phenomenological method, and the data obtained from semi-structured interviews conducted with 67 female students aged 8 to 11 years in 6 provinces of Iran were analyzed by using the Strauss and Corbin coding method.

The findings during three stages of coding, in terms of 851 concepts, 54 categories, 11 themes, were categorized in four levels, derived from Kirkpatrick’s model of evaluation and the criteria of content desirability, under the titles of reaction (study of attractiveness), learning (usefulness of knowledge), and understanding and readiness for action (practical usefulness). The themes of the first level included ‘expressing interest in the characters of the story̕, ‘expressing satisfaction with the performance of the characters in the story̕ and ‘expressing interest in the story book̕. In the second level, the two themes of ‘learning hijab and the consequences of observing and not observing hijab’ and ‘learning other good behaviors’ brought about the occurrence of learning. The third level showed the audiences̕ understanding of the content of the story, and the themes of ‘understanding the reasons for Laleh’s anger and her reluctance to wear the hijab̕, ‘understanding the wrongness of Laleh’s behavior and making a better decision instead of her̕ , and ‘understanding the reasons for the final acceptance of the hijab by Laleh̕ were categorized at this level. Finally, the three themes of ‘tendency to persuade Laleh to observe hijab’, ‘participation in changing and going on the story to expand hijab̕, and ‘tendency to introduce the story book to others’ formed the fourth level.

According to the findings, the use of artistic tools such as books will bring effective and valuable results in transferring religious and moral .

 This study was conducted to identify the components of Rights of the Child in the International Convention and to compare it to the upstream documents of the educational system of Iran.

 The approach of the study was qualitative content analysis and the research method is documentary analysis. The research population of this study was the upstream documents of the educational system of Iran, (Document on the Fundamental Transformation of the Education System in Iran, the National Curriculum Document of the Islamic Republic of Iran, and  the Vision Document of the Islamic Republic of Iran for the dawn of the Solar Calendar Year 1404), which was selected as a research sample through a purposive sampling. The data collection tool was observational review and the study of upstream documents. The method of data analysis is the analysis of the content of the above-mentioned three documents and its comparison with the components and clauses of the International Convention on the Rights of the Child.

 This research represented 6 categories of rights (educational, civil/political, social, cultural, economic and health). The results show that the conflict and disorganization in the legal definition of child and children in Iran, the lack of a specific national institution to prescribe and make policies in this field, the duality of the system of thoughts of the institutions in charge of child protection programs, the gap between the definitions of different institutions, including the institution of religion, law and rights relating to children and their rights, the gap between theory and practice in educational programs regarding children's rights, has led to the obstacles in the improvement of children's rights in Iran.

 Therefore, reviewing the definition of a child, making a detailed policy based on the components of children's rights, coordinating legal institutions regarding the strict observance of legal provisions in operational plans is very necessary.
Keywords: child، Rights of the Child in the International Convention, the upstream documents of the educational system of Iran.

The objective of this study is to find out whether the self-sacrificing veterans as role models have succeeded to institutionalize religiousness and the degree of adherence to it, as one of the important factors in the emergence of the spirit of self-sacrifice in their children, in passing on their values.

To answer this question, the present study was conducted to compare the dimensions of religiousness and religious identity of two generations: veteran parents and their children. This study was an applied one in terms of purpose and a descriptive-post-event one in terms of nature and method. The statistical population included all freedmen of imposed war and veterans of Bandar-e Lengeh city and all their male children aged 20 to 30 years from among whom 25 fathers and 25 male children were selected through purposive sampling and were assessed using two religiosity questionnaires: Glock and Stark (1965) and Serajzadeh’s religious identity questionnaire (2013).

The findings show that the average religious identity of the children in emotional dimension (M=21.6) and ritual dimension (M=21.5) is higher than their parents’ average of the two dimensions: emotional (M=20.4) and ritual (20.5); and the parents are higher in the belief dimension (M=22.2) than their children (M=16.5). In addition, the average scores of young people in the intellectual dimension (M=16.5) and consequence of religiousness (M=19.9) were higher than their parents in the intellectual dimension (M=13.1) and consequence of religiousness (M=18.4). The parents are also higher in the belief dimension (M=20.3) than their children (M=16.6).

In general, the parents of the present study do not experience a different intellectual atmosphere with their children.

this study seeks to design the structure of educational theory appropriate for the native culture of our society, with a focus on explaining the foundations, what and why of artistic education, with an emphasis on the views of Ibn Arabi and Mulla Sadra. Now, considering that Islamic sciences adopt their foundations from Islamic teachings, it should be seen how the Holy Qur'an (as the most reliable Islamic source) is fruitful in order to compile the foundations of the theory. In order to adopt the approach of quoting excerpts from the Qur'an, it is necessary to go to the sciences that have taken steps in order to explain the aforementioned principles. These sciences are Islamic mysticism and Islamic philosophy. 

The method of this research is qualitative of the theoretical type, and according to the discussion, it uses conceptual analysis, deductive, and integrative methods.

the findings of the research in the dimension of what the artistic education is indicate that the Islamic theory of artistic education consists of three separate and distinct approaches, each of which has an alternative version for the education system of the country. These three approaches are as follows: according to the the first approach, artistic education is realized through the art curriculum. According to the second approach, it is realized by considering artistic education as the approach that governs all aspects of the curriculum. And according to the third approach, which includes the whole life of a person, it is realized through the path of life and artistic behavior of a person towards godliness. This approach explains the reason and the necessity of designing and explaining the Islamic artistic education, especially the principle of existence of the domain and the function of artistic education in its Islamic context and subsequently filling this gap from the point of view of the implications resulting from this function. 

The theory of artistic education in the formal education system can be used in the curriculum in other areas.

This study aimed at exploring the approach of "inter-cultural dialogue" in Allameh Tabataba'’s thought, and offering its educational implications.

The method used in this study is descriptive-inferential.

After explaining the approach of inter-cultural dialogue, firstly the anthropological and epistemological foundations were mentioned as the theoretical supports of this approach, and then the educational principles and methods derived from these foundations were studied as educational implications of it. The anthropological foundations of the approach of the inter-cultural dialogue in Allameh Tabataba'i' works and views are as follows: Man is an employing and perfectionist creature; and under the epistemological basis of the approach, the contract-making of man is also mentioned. The educational principles and methods deduced from these foundations are all focused on the approach that we have named as "inter-cultural dialogue".

The results of the study indicate that in Islam and from the viewpoint of Islamic thinkers, including Allameh Tabataba'i, a look at others, at the numerous sub-cultures and diverse cultures in the world, is a look based on the humanity of men; therefore, for peaceful life, and peace-oriented and dialogue-based relations, we require the foundations, principles, and methods for education resulting from the thought of these thinkers; and, in the meanwhile, the education system as the institution in charge of education in the society needs to take advantage of this human approach for educational policies.