Teachings and Implications of Ashura Movement for Political Education
Mohammad Reza
Yoosefzadeh
عضو هیئت علمی دانشگاه بوعلیسینای همدان
author
Murteza
Shah Muradi
Ph.D. Graduate in Educational Planning/ Avicenna University
author
text
article
2018
per
Ashura great movement has numerous explicit and implicit teachings and messages for various aspects in human life. One of the most important aspects of this great movement is its political dimension, which can have great implications for the political education of students and developing a political curriculum that plays an important role in students' success and growth of social and political dimension. The present study aims at determining the implications of Ashura movement for political education. The research method is conceptual analysis and interpretation. The findings shows that the important components of political education based on the Ashura movement include supporting the truth and countering the falsehood, enjoining good and forbidding evil, rejecting abjection, honor and dignity, seeking justice, insight and expedience, freedom and largess, accepting responsibility and public supervision on political issues, the emphasis on the role of elites and scientists in political issues and, finally, following leadership.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
27
7
https://islamicedu.rihu.ac.ir/article_1462_0fbe5fffd3911d6009225f21a82eb088.pdf
dx.doi.org/10.30471/edu.2018.1462
Against a Spiritual Humanity-Oriented Curriculum: a Review of Miller’s Positions Based on Murteza Mutahhari’s Views
Maqsud
Amimkhandaghi
Associate Professor in Ferdowsi University of Mashhad
author
Zahran
Eslamiyan
Ph.D. Student of Educational Sceinces/ Ferdowsi University of Mashhad
author
text
article
2018
per
The present study has been conducted to review and evaluate Miller’s position about spiritual curriculum based on Mutahhari’s view by scrutinizing their ideas about spirituality. In the first part, features of spirituality in Miller’s view, and in the second part, features of spirituality in Mutahhari’s view have been described. In the third part, Miller’s idea about spiritual curriculum has been criticized based on Mutahhari’s view.
The results show that there are two different views about spirituality: the first view is the humanistic spirituality which is a western approach and the second view is the divine spirituality which is the religious and Islamic one. The spirituality demonstrated by Miller is originated from humanism doctrine. Its core and its ultimate goal consist of human and human’s needs and it can be achieved by the combined approach of divine and non-divine religions, while Mutahhari rejected the humanistic view of some experts like Miller, and considered the spirituality as an innate and divine reality based on the truth, which can be achieved merely by divine and religious teachings. Therefore, those who are responsible for educational systems should beware not to consider the new western approach about spirituality wrongly as the real spirituality, and be aware of the consequences of applying this approach in educational systems.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
59
29
https://islamicedu.rihu.ac.ir/article_1463_1527dfc3a96df6fcb026c9b5f104c8d9.pdf
dx.doi.org/10.30471/edu.2018.1463
An Explanation of the Dimensions and Components of the Spiritual Curriculum Based on the Related Resources and Textbooks
Marzban
Adib-Manesh
Ph.D. Graduate in Curriculum Planning in Isfahan University/ Educator in Farhangiyan University
author
Muhammad Jawad
Liyaqatdar
Professor of Educational Sciences/ Isfahan University
author
Ahmad Reza
Nasr
Professor of Educational Sciences Isfahan University
author
text
article
2018
per
The present study aims at identifying and analyzing the dimensions and components of spiritual curriculum based the related resources and textbooks. The research method is descriptive and of practical type, and includes content analysis as documentary analysis. Analytical population consists of sources and textbooks relevant to spiritual curriculum available, among which 40 domestic and 30 foreign sources were identified and analyzed. The data were collected using the inventory (checklist) of dimensions and components of spiritual curriculum. The measurement tools included forms for taking notes and the researcher-made content analysis inventory. The research findings indicate that based on the resources and textbooks, the analyzed curriculum with emphasis on the spiritual aspects of epistemology and value comprised four aspects namely the art and aesthetics, wisdom, ethics and spirit. And each of these four aspects is composed of components: the art and aesthetics with 14 components, the ethical dimension with 12 components; the spirit dimension with 11 components; the wisdom dimension with 9 components respectively received the highest to lowest attention. In the art and aesthetics, the component of expressing perceptions: feelings and ideas with 32 frequency, and mastery with 5 frequencies; in the ethical dimension: responsibility taking and equality and justice with 10 frequencies and modesty with 4 frequencies; in the dimension of spirit: faith in God and love each component with 10 frequencies and presence and poetry, each with 5 frequencies; in the dimension of wisdom, communicating with the universe with 8 frequencies and trying to control the self with 2 frequencies have received the highest to lowest degrees of attention respectively.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
84
61
https://islamicedu.rihu.ac.ir/article_1464_dda0245522f4120bb607dcda733c1eb8.pdf
dx.doi.org/10.30471/edu.2018.1464
Content Analysis of Source Books of Consulting and Clinical Psychology Courses in Iranian Universities in terms of Paying Attention to Religious- Spiritual Needs
hassan
ansari
hoda univercity
author
Masoud
Azarbayejani
Associate Professor in Research Center of Seminary and University
author
text
article
2018
per
One of the most important sources of learning and teaching for university students are the academic source books. Because of the importance of and given the important role of religious-spiritual needs in mental health, five source books in consulting and clinical psychology courses were selected by the professors and experts, and their contents were analyzed in terms of paying attention to some spiritual religious units such as faith in God, belief in the Hereafter, religious beliefs, belief in an immaterial soul or psyche, religious behaviors or rites (such as prayer), reading the scriptures, spiritual motivation or goals, forgiveness, repentance, and thanking God.
The findings show that faith in God has been stated only in one of the books and in a very limited way (4 times). Repentance, thanking God, belief in an immaterial soul or psyche and reading the scriptures have not been referred to in any of the books. Belief in the Hereafter has been mentioned in two books (once positively and four times with a negative look), and religious beliefs has been mentioned in all books (26 times with a positive look and 5 times with a negative look); religious behaviors has been referred to in three books (6 times), spiritual/ religious goals in two books (5 times), and forgiveness only in one book (1 time) with a positive view. So, ‘faith in God’ as an important matter has been mentioned only in one of the books, some units not have appeared in any of the books, and belief in the hereafter and religious beliefs have been challenged in some books. Thus, in view of the important role of the religious/ spiritual dimension in mental health, it is necessary to use those textbooks in university courses that have paid more attention to religious/ spiritual units or, at least, have no negative look at them.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
100
85
https://islamicedu.rihu.ac.ir/article_1465_8068e16b0a10f36c9ea6029285309f58.pdf
dx.doi.org/10.30471/edu.2018.1465
Teacher’s Professional Ethics in Maktabkhaneh: a Phenomenological Investigation Based on the Lived Experience of Maktabkhaneh Students
Hojjatollah
Mihkhodaeijondani
MA Student in Educational Sciences/ Isfahan University
author
Mohammad Hossein
Heidari
Associate Professor, Department Of Education, University of Isfahan
author
Hassan-Ali
Bakhtiyar Nasr-Abadi
Professor in Department of Educational Sciences/ Isfahan University
author
text
article
2018
per
Because of the long history and maximum coverage, maktabkhaneh (old Iranian school) was one of the most important educational institutions after the entrance of Islam into Iran. It has had permanent influence on Iranian educational culture, including "teachers' professional ethics". In this study, aiming at clarifying the role of maktabkhaneh in formation of professional ethics of teachers through an interpretative phenomenological approach, the researchers have tried to understand and account for the lived experiences of people who have been educated in maktabkhanehs.
To do so, 13 elderly people who had experienced the atmosphere of maktabkhaneh were selected using purposive sampling. Then, needed information was collected using semi-structured interviews, and the Smith method was used for analyzing the interviews. After analyzing the interviews, the components of teachers' professional ethics were divided into five main categories and eighteen subcategories, including the enthusiasm in teaching, professional commitment, creating an eagerness to learn in students, special attention to moral education and teaching knowledge.
The results showed that the a number of positive and negative indicators of teachers' professional ethics in today's Iranian society are rooted in the attitudes and behaviors of maktabkhaneh teachers, and doing similar studies can help to explain the current and favorable situation of teachers' professional ethics in Iran.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
114
101
https://islamicedu.rihu.ac.ir/article_1466_2905a8d9e78a44a4d664fd40ddaae502.pdf
dx.doi.org/10.30471/edu.2018.1466
Identification and Ranking of the Factors Effective in Negligence in the Educational System and the Ways of Reduction of It Based on Islamic Teachings
Sayyid Ali
Siyadat
Professor in Isfahan University
author
hossein ali
mehrabi Kooshki
Assistant Professor in Isfahan University
author
bahram
Afshari
University of Isfahan
author
text
article
2018
per
The present study aims at investigating and ranking the factors effective in negligence in educational system and using Islamic teachings for eliminating them. As far as the goal is concerned, the article is practical and the method used is of exploratory type. Its model-finding is based on conceptual model and structural equations.
The statistical population of this study was composed of 5196 people including all teachers, managers and educators of six districts in Isfahan city in 1395. A sample of 394 people (Cochran, 1977) was selected by stratified sampling method.
Data collection was carried out by referring to experts in education provided by the network of experts and using semi-structured interviewing. Qualitative information gathering was conducted by expert network and semi-structured interviewing method to saturation, and in the quantitative part two questionnaires were completed with validity and reliability. Data analysis in the qualitative section was performed using NVIVO10 software and inductive content analysis, and in the quantitative part of the structural equations and CRT decision tree, we used SPSS23 and AMOS18 software.
The results show that 92 percent of outage changes are explained by this model. Based on the results of path analysis, the greatest impact on overspending is on outsourcing factors. Therefore, neglecting Islamic beliefs and culture in society increases the amount of negligence. The first factor in the culture component is the most important way of reducing the negligence and deepening and enhancing the pure Islamic culture in the organization. Therefore, it is suggested to reduce the nudity in the organization by teaching Islamic teachings and introducing and presenting typical Islamic models and examples.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
140
115
https://islamicedu.rihu.ac.ir/article_1467_10c8eba5d46744907ebcbe12e74c840c.pdf
dx.doi.org/10.30471/edu.2018.1467
Principles of Education Based on the Value Judgments and Anthropological Tenets of Transcendental Philosophy
Ali
Sattari
Assistant Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University,
Tehran, Iran.
author
text
article
2018
per
The present article aims at identifying the principles of education based on the value judgments and anthropological tenets of transcendental philosophy. The research method is descriptive-analytical and, accordingly, the principles of education in correspondence with value judgments and anthropological tenets of transcendental philosophy. On the bases of anthropological tenets of transcendental philosophy, the principles of education were extracted as follows: paying attention to common features and individual differences, helping the intellectual growth along with human’s limitations, observing abstinence in acquiring knowledge, nurturing one’s self-confidence, observing individual and social statuses, and the educators’ dynamism and overall development.Applying those principles in education would be helpful in leading educators to human nature, preventing deviation from human nature, wakening one’s nature, reinforcing one’s will and self-confidence, identifying one’s identity and individual status, making learners aware of human’s limitations, reinforcing piety and abstinence, reinforcing the eagerness to seek perfection, overall development, and helping dynamism and effort in educators.Based on the tenets of value judgments in transcendental philosophy, the principles of education were identified as follows: Nurturing one’s leaning towards goodness, knowing God as absolute goodness, moderation in enjoying pleasures, harmony in getting pleasure and felicity simultaneously, intellectual explanation of virtue and reinforcing leaning towards true beauty and the best system. Applying these principles in education is in the following forms: having sincere intention in scientific efforts, avoiding negligence and excess and leaning to moderation in behaviors, reinforcing humbleness, flexibility in scientific interactions, avoiding superficial beauties and leaning towards true beauties.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
166
141
https://islamicedu.rihu.ac.ir/article_1468_51488d282731611e1d474128d4b5eee4.pdf
dx.doi.org/10.30471/edu.2018.1468
Educational Implication of the Relationship between Soul and Body in Descartes and Mulla Sadra’s View
Tahereh
Javidii Kalateh Javarabadi
Faculty member of Ferdowsi University of Mashhad
author
Halime
Shaikh ali shahi
Ph.D. Student in Philosophy of Education and Training/ Ferdowsi University of Mashhad
author
text
article
2018
per
The relationship between body and soul has a history as old as the history of philosophy؛ an issue that has reduced؛ in the light of today's physicalistic views in the West؛ to the relationship between body and mind. It is one of the issues affecting education in various fields. The present article focuses on the views of the two Western and Muslim thinkers؛ i.e. Descartes and Mulla Sadra؛ on the topic and its educational implications. The research method in this study is analytical. These two thinkers have been chosen because of their extraordinary influence on their later intellectual currents؛ especially in the relationship between soul and body. Descartes' theory؛ with its emphasis on the distinction between body and soul؛ has turned their relationship into an insoluble problem؛ paving the ground for extreme approaches of idealism and physicalism in the West. Since Mulla Sadra has provided a philosophical explanation for the unity of soul and body as a solution for this problem؛ he has had a great impact on later thinkers. The important educational implications of the unity of soul and body؛ physical origination of the soul؛ essential movement؛ and the unity of soul’s faculties are as follows: lifetime learning؛ promotion of educational goals؛ mutual relationship of the dimensions of education؛ simultaneous attention to physical and spiritual needs؛ variety of teaching methods؛ emphasis on the educational environment؛ the modeling role of the educator؛ and the individual differences in the educational programs
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
186
167
https://islamicedu.rihu.ac.ir/article_1469_ded660d43e7e23163b6bf7c2ab11a9b1.pdf
dx.doi.org/10.30471/edu.2018.1469
Investigation of the Relationship between Theory and Practice in Moral Education Based on Allamah Tabataba’i’s Theory of Virtual Perceptions
ahmad
haghi
Ph.D. Student in Educational Sciences/ Shahid Chamran University of Ahwaz
author
Masoud
Safaie Muqaddam
Professor in Shahid Chamran University of Ahwaz
author
Seyed Mansour
Marashi
Associate Professor of Philosophy of Education , Department of Educational Sciences , Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz
author
Ali Muhammad
Hossein-zade
Associate Professor in Shahid Chamran University of Ahwaz
author
text
article
2018
per
The present article examines one of the important challenges in the field of moral education, namely the gap between theory and practice in moral education. The main question of the article is as follows: ‘why do, sometimes, individuals not follow the moral rules in spite of knowing them?’
The research method used in this article is an analytical-inferential one. In other words, the inference method has been used to explain the theory of Allamah Tabataba’i’s credentials from the analytical method, and in concluding and discovering the educational implications of this theory in moral education.
The results of this study show that Allamah’s theory of credentials is a different solution to the relation of opinion and practice in ethics and moral education. This fundamental difference can be seen in the separation between intrinsic goodness and virtual goodness and in proving the priority of validity of incumbency over validity of goodness, as there is no dichotomy between the theory and practice in moral education in this view. This is because human desires play their role alongside real knowledge in creating virtual knowledge, and ultimately this virtual knowledge is generated by the incitement of will and as the main cause of the incitement of will, they form a moral act.
This theory, in the educational dimension, also creates a different conception of the process of education, according to which one must prepare the peripheral and mental ground necessary for creating virtual perception along with presenting and explaining true recognition instead of focusing on reinforcement of will
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
209
187
https://islamicedu.rihu.ac.ir/article_1470_5a93a17fe21c09bbbe2f617eb252e2cc.pdf
dx.doi.org/10.30471/edu.2018.1470
The Effect of Teaching Life Skills on Self-Esteem and Psychological Distress of Addicted Women, with an Emphasis on Nahj al-Balagha Concept
Mohammadjavad
Aghajani
Educator in Department of Psychology/ Islamic Azad University /
author
Bahman
Akbari
Department of Psychology, Associated professor, Islamic Azad University, Rasht, Iran
author
lyla
moghtader
Department of Psychology, Assistant professor, Islamic Azad University, Rasht, Iran
author
text
article
2018
per
The present article aims at examining the effect of teaching life skills on self-esteem and psychological distress of addicted women, with emphasis on Nahj al-Balagha concepts. This research design was of pre-test/post-test type with a control group. The statistical society was composed of all addicted women referring to Addiction Treatment Centers of Rudsar city on 2016. Among them, 24 women who achieved the lowest score in self-esteem and highest score in psychological distress were selected through random selection and assigned into experiment group (12 subjects) and control group (12 subjects). Then, teaching life skills with an emphasis on Nahj al-Balagha concepts were gathered and taught during ten sessions (90 minute each) for the experiment group, whereas the control didn’t receive any teaching. At the end, both groups responded the related questionnaires. The result of covariance analysis showed that there is a meaningful positive relationship between teaching concepts of Nahj al-Balagha and self-esteem (p<0/005), and a meaningful negative relationship between teaching concepts of Nahj al-Balagha and psychological distress (p<0/005). Therefore, teaching life skills with an emphasis on Nahj al-Balagha concepts had a significant role in increasing self-esteem and decreasing psychological distress in addicted women
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
13
v.
27
no.
2018
230
211
https://islamicedu.rihu.ac.ir/article_1471_417cd49cb2ab65528316ab249aa6b725.pdf
dx.doi.org/10.30471/edu.2018.1471