Analyzing the Features of Teacher-centered Approach to Students’ the Religious Education for Mahdavi Society

Document Type : Research Paper

Authors

1 Undergraduate student of farhangian university

2 Lecturer of farhangian university

Abstract

 
This study aims to identify the components of the teacher-centered approach to the students’ religious education in order to prepare them for the Mahdavi society. Its qualitative approach was conventional content analysis. The participants were the teachers teaching at schools in Ardabil, Iran, in the school year 1400−1401. 14 teachers at these schools were studied through typical case purposive sampling. In this regard, semi−organized interviews were conducted and sampling continued until data saturation. In order to validate the findings, the method of rich description of data and self-review of the researcher was used, and, so as to determine the reliability of the data, the method of simultaneous review was used. The findings showed that seven religious ontological components (non-contradiction, study of the structure of phenomena, being norm-referenced), narrative selection (spiritual meaning-making, religious personality formation, fundamentals of emergence), religious anthropology (spiritual development, futurism, belonging to beliefs), religious research (Mahdism discourse, criticism, context studies), authority (leadership, modeling), integrity of religions (crisis of biology, religious sharing), identity of waiters (religious welfare, character development, thinking, self−determination) are the main themes which provide the conditions for the students’ Mahdavi educability through 125 primary themes. The findings showed that the teachers, for a students’ meaningful understanding of the Imam Mahdi’s personality, should provide the ground for their active activities in knowing the doctrine and concept of Mahdism in order to guide individual behaviors correctly.
 

Keywords

References

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