Cognizance of easthetic Concept Network implications in Holy Quran
For target of curriculum
S.Elham
Aghaie
کارشناسی ارشد رشته مدیریت آموزشی دانشگاه امام صادق (ع) پردیس خواهران
author
Ensieh
Zahedi
عضو هیئت علمی دانشگاه الزهراء
author
Jamile
Alomolhoda
عضو هیئت علمی دانشگاه شهید بهشتی
author
text
article
2014
per
Formation of aesthetic conceptual network, inferring the key parameters of aestheticand extraction of the implications for curriculum planning are the main aims of thisresearch. To reach the aims, the methodology used is documentary−analytic ofcontent analysis and then the findings are validated through an expert−consultedquestionnaire in the field. The implications are as follows: (1) comprehending,believing, and paying attention to the beauty of God, the words of God, the creation(whether macrocosm or introversion) in order to manistefation of God, functionaland doctrinal beauty to brighten the inside and outside, decoration of vices by Satan,functional and doctrinal vices as the factors affecting the darkness of inside andoutside; (2) development of satisfaction skills form the creator of beauties, enjoyingthe beauty of the God, the words of God, and the creation of the world in order tomanifest, enjoying functional and doctrinal beauties, hatred of darkening pseudofunctional and doctrinal−beauties, emotional and spiritual interaction with beauties,empowering of non−material nonobjective observation (internal discernment),empowering the skills for production of beautiful products, development of moralvirtues and refinement of self and avoiding moral vices
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
7
29
https://islamicedu.rihu.ac.ir/article_20_f6d2cf93194ac0b27d51b16a8b0c73e1.pdf
Principles and applied methods of teaching MAAD in the teachings of the infallibles
Mahdi
Izadi
عضو هیئت علمی دانشگاه امام صادقعلیهالسلام
author
Seyyed Sajad
Tabatabie Nejad
دانشجوی دوره دکترا، رشته علوم قرآن و حدیث، دانشگاه امام صادقعلیهالسلام
author
text
article
2014
per
This paper is an attempt, through descriptive−analytic method, to extract a set ofprinciples and methods of teaching resurrection from the narrations of infalliblesand, then, analyzed and interpreted using the findings in education.The principles of recognizing addressee, motivation of the addressee,institutionalization of teachings in the minds of addressee, objectification, utilizingopportunities, implementation of the remembrance of resurrection and judgment dayin the life are among the most important principles. The following principles areapplied in the following methods: needs analysis and recognition of sensitivities,paying attention to non−knowledge factors, questioning, giving dignity,categorization of the materials, symmetry, notification, preachment, andself−calculation
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
31
49
https://islamicedu.rihu.ac.ir/article_21_f8112e3d6f4d4bba4693a4fdf912897c.pdf
Self−knowledge: Masha and Esragh perspective and
their educational consequence
Mohammad
Beheshti
عضو هیئت علمی پژوهشگاه حوزه و دانشگاه
author
text
article
2014
per
This study compares and contrasts self−knowledge from the perspective of Mashaand Eshragh. This research is theoretical and the methodology is documentary; thefindings are categorized in three groups: (1) these two perspectives have somesimilarities such as confession of the view that human is a being made of self andbody and self is an immortal abstract being with endless potentials and capacitiesand due to its interactive relations with body can , through education, get actualized;(2) these two perspectives are considerably different in terms of definitions,expressions, literature, realm, methodology, directionality, content, andconsequences; (3) the outcomes of the two perspectives are different in thefollowings: the ultimate aim in Masha philosophy is the happiness of human whilein Eshragh the ultimate aim of education is separation and disconnection form theattachments and material dependence and complete separation from non−God viewsso as sees God only and want him only; yet, the common educational principles inthe two philosophies are the principle of gradation, principle of consistency andcontinuity, moderation, affection, and munificence. But in Eshragh philosophyinternal orientation, attention to internal development, hereafter orientation, return tothe main homeland, and the softening the secret is also added and the educationalmethods in this school are indoctrination, reclusion, recitation, death remembranceand resurrection.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
51
69
https://islamicedu.rihu.ac.ir/article_466_f67cefa90751dd0d67f1a9d831f0c88a.pdf
Textbooks focus on sacrifice and martyrdom: the case of general education period
Raza
Jafari Harandi
عضو هیئت علمی دانشگاه قم
author
Ali
Yazdkhasti
عضو هیئت علمی دانشگاه کاشان
author
text
article
2014
per
The main of this research is to shed light on the extent the textbooks in generaleducation focus on the concepts of sacrifice and martyrdom. The methodology usedin this study is descriptive and content analysis in an applied approach. The sampleconsisted of four titles with 24 volumes published in the solar year 1378. Theinstrument used in the study was a checklist developed by the researcher and theresults were analyzed using descriptive statistics. The findings revealed that firstly,1230 times the parameters of martyrdom and sacrifice were mentioned. The numberof repetition in Farsi books, heavenly gifts, social teachings, and history were 626,230, 287, and 87, respectively. Secondly, the most focus on the concept of sacrificeis seen in the second year of guidance school, and the least attention is in the secondyear of elementary school, the history book of the first and secondyear of guidance school
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
71
93
https://islamicedu.rihu.ac.ir/article_23_aa981958d60196ba20d2fc07863741e6.pdf
Evaluation of educational output of religious communities (heyaat)
(The case of Mashhad city)
Mahmood
saeedi Rezvani
عضو هیئت علمی دانشگاه فردوسی مشهد
author
Hossein
Baghgoli
عضو هیئت علمی دانشگاه فردوسی مشهد
author
Abdollah
Mohajer
کارشناس ارشد برنامهریزی درسی از دانشگاه فردوسی مشهد
author
text
article
2014
per
Religious communities as a center for informal religious education have a longhistory in Iran. This study is an attempt to compare the religious communitymembers and non−members and the influences it might have on the persons. To doso, a four−part questionnaire which addressed the religious identity, nationalidentity, moral−social values, and personal beliefs, respectively, was developed.The samples include the young attendants aged 17−29 from the city of Mashhadcategorized in two groups, namely community members and nonmembers. Thesampling procedure is random. The results revealed that the members aresignificantly higher than nonmembers in the four items; moreover, the scores of themembers in three parts− religious identity, national identity, and personal beliefs−were higher than the average continuum and in social values the trend was negative.As a whole, it is inferred that educational output of the religious communities in twoparameters−national identity and personal beliefs− is satisfactory, in religiousidentity is not as expected and in social values it is unsatisfactory.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
95
117
https://islamicedu.rihu.ac.ir/article_24_2c43d1a210daaa8dbaf51107d00f0b13.pdf
Self−recognition and its educational implications from the perspective of Allameh Tabatabie
Hamideh
foroharzadeh
کارشناسی ارشد تاریخ و فلسفه آموزش و پرورش، دانشگاه اصفهان
author
Reza Ali
Norouzi
عضو هیئت علمی دانشگاه اصفهان
author
text
article
2014
per
This paper tries to investigate the issue of self from the perspective of AllamehTabatbaie using descriptive−analytic approach. In doing so, the issues such as thereality of self, abstraction of self, levels of self, and the relation between self andbody are clarified; then, some of the educational implications, as followed, areelucidated: authenticity of spiritual aspect against material aspect , priority ofrefinement over education, eternality and immortality of self and everlastingness ofeducation, genetic effect in happiness and unhappiness SHAGAVATMANID, deepeffect of control of self sensual passions on flourishing the surprising power of self,the close relations between the esoteric and exoteric and the necessity of initiationand education from exoteric to esoteric to conscience, etc.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
119
137
https://islamicedu.rihu.ac.ir/article_25_b30caaa2b4d587b561c1cbe484b37db3.pdf
Effectiveness of regular and Quran preschools on self-regulating learning and reading skill in first grade of elementary school
Hossein
Kareshki
عضو هیئت علمی دانشگاه فردوسی مشهد
author
Majid
Pakdaman
عضو هیئت علمی دانشگاه آزاد اسلامی واحد قاینات
author
Fateme
Qorbani
کارشناس ارشد رشته آموزش و پرورش ابتدایی
author
text
article
2014
per
Aim: The main objective of this research program investigating the role of pre-school centers and Quran pre-school on self-regulating learning and reading skill in first-grade students. Method: Statistical population is all of students in first grade elementary schools of Fariman city in academic year of 1390-91. We selected 146 students from this population. Cluster random sampling method was used. students had be in regular pre-school groups, Quran pre-school and not preschool before elementary school. We developed and used self-regulating learning and reading skill scales for gathering data. Data analysis was computed by ANOVA and Related Post Hoc tests. Results: Results show that students that had been in Quran preschool have better reading than group that had not went preschool (p Conclusion: Preschool programs, in specially, Quran preschools, have important role on development of reading skills and self-regulation learning, and then it should be spread.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
139
151
https://islamicedu.rihu.ac.ir/article_26_1780343c45f8c55009c13ac6274149f5.pdf
Investigation of the methodology of Islamic training
knowledge: islamization approach
Ali
Latifi
دانشجوی دکتری فلسفه تعلیم و تربیت پژوهشگاه حوزه و دانشگاه
author
Hamid
Parsania
عضو هیئت علمی دانشگاه باقرالعلوم (ع)
author
Mohammad
Davoudi
عضو هیئت علمی پژوهشگاه حوزه و دانشگاه قم
author
text
article
2014
per
This research investigates the Islamic approach in islamicization of knowledge asthe oldest approach in theorizing Islamic training knowledge. In doing do, at the firststep the definitions of the terms, islamicization of knowledge, Islamic training, andmethodology are presented and then the most important ideas of Islamic scholars,namely Abdolrahman Naqib, the Egyptian Islamic training expert, in this approachare, fundamentally and methodologically, discussed. Eventually, the most importantweaknesses and strengths of the approach as well as the degree of the success of thefollowers in achieving their goals are mentioned. It seems that, although theapproach has had a considerable role in the formation a cultural movement withregard to the necessity of reproduction of Islamic training knowledge and provisionof scientific literature, it suffers from weakness in foundations and theoretical depthto play a significant role in contemporary education.
Journal of Islamic Education
Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute"
1735-4536
9
v.
18
no.
2014
153
175
https://islamicedu.rihu.ac.ir/article_27_bde5f63f145697d74699093e7ac66d7c.pdf