Children's Religious Educational Damages in Primary Schools From the Viewpoints of Experts in Educational Sciences, Psychology, Religious Sciences, Children's Literature and Primary Schools Teachers

Shamshiri, Babak; Nowzari, Marzieh

Children's Religious Educational Damages in Primary Schools From the Viewpoints of Experts in Educational Sciences, Psychology, Religious Sciences, Children's Literature and Primary Schools Teachers

Document Type : Research Paper

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Abstract

The present study was to recognize children's religious educational damages via interview with experts in educational sciences, psychology, religious knowledges, children's literature and primary school teachers. The questions of research are as follows: what are children's religious educational damages in primary schools based on the interviewee's viewpoints?, what are right solutions to repair the recognized damages according to interviewee's opinion?, and one marginal question: what are the similarities and differences between the interviewee's opinions in educational sciences, psychology, religion, literature and primary schools teachers?. This study was a qualitative research which used a half-open interview to collect required data of research. Number of experts participated in the survey was 18. 8 out of 18 were experts in educational sciences and psychology, 4^th interviewees were experts in religious knowledges, just 2 experts in children literature and 4^th primary school teachers. Considering the purpose of this research, it must be mentioned that a systematic sampling was used through collection of data which were analyzed by rational or conventional content analysis method and results were inferred from the collected data. The most important damages recognized through the research were listed below: neglecting the principle of seeking religion by person and focusing on teaching religion instead, not taking individual religious experiences into account, not considering the principle of priority of being, not administering religion-oriented educational program, not caring about the principle of freedom in education particularly religious one, disregarding equilibrium and finally not using imagination and art in education

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