Document Type : Research Paper
Authors
1
Ph.D. Student, Political Science – the Issues of Iran, Member of the Islamic Revolution Studies Group, Faculty of Islamic Studies and Political Science, Imam Sadiq University, Tehran, Iran
2
Associate Professor, Political Science - the Issues of Iran, Head of the Islamic Revolution Studies Group, Faculty of Islamic Studies and Political Science, Imam Sadiq University, Tehran, Iran
Abstract
Introduction: After the victory of the Islamic Revolution in Iran, many politicians and thinkers turned their attention to the importance of education, and led to numerous efforts to transform the educational process. However, most research has focused on the theoretical aspects of education and neglected its practical dimensions. Ayatollah Mahdavi Kani, a revolutionary figure who focused on youth education before and after the revolution, could discuss theoretical issues in education and implement his educational model practically. He applied this model in places like Imam Sadiq University and the Marvi Islamic Seminary (Hawza). Therefore, examining his statements can help provide a new and practical model in education. This study analyzes Ayatollah Mahdavi Kani’s written works and ethical speeches to extract relevant educational insights and redesign a coherent model based on his views. He viewed education as a complex and delicate process requiring the guidance of a capable and compassionate mentor. He would overemphasize the crucial role of the mentor and teacher in the educational journey. In his view, a mentor should go beyond teaching knowledge and act as a moral and behavioral role model for the students. With patience, the mentor should internalize human virtues and Islamic values in individuals. From this perspective, the mentor’s role as a guide and behavioral model is a significant part of the educational process according to Ayatollah Mahdavi Kani. This comprehensive and practical approach to education can lead to an effective and applicable model in Islamic education.
Research Method: This study analyzes Ayatollah Mahdavi Kani’s educational views and extracts his educational model using qualitative thematic analysis. This method is suitable for analyzing qualitative data such as texts, speeches, and documents. The study involves several stages: coding, conceptualization, categorization, and report writing. During the coding stage, we identify key themes and concepts in the text.
In the conceptualization stage, codes are grouped into distinct categories based on their similarities and differences. In the categorization stage, we identify relationships between categories. The research findings are presented in a coherent and organized way in the report writing stage. Using qualitative thematic analysis helps us deeply and accurately understand Ayatollah Mahdavi Kani’s views on education and extract his educational model.
Various sources, including his published books and recordings of ethical sessions held at Imam Sadiq University, were loaded into the MaxQDA software. In the first stage, text segments containing themes related to education were extracted and coded. Then, the codes were grouped into distinct categories (concepts) based on their common aspects. Finally, related concepts were grouped under broader categories (general classifications). The software was used for data analysis.
Findings: Ayatollah Mahdavi Kani defined education as the construction, purification, and actualization of potential talents, which cannot be achieved without asceticism and adherence to gradualism. He believed that education should be centered on “revealed-Islamic” teachings and that it should simultaneously utilize emotional and rational aspects, with a greater emphasis on practical teachings over theoretical ones. In this educational approach, the individual is prioritized, and he must strive to educate himself before attempting to educate others. In the educational process, Ayatollah Mahdavi Kani proposed principles such as being achievable, prioritizing the elimination of vices over acquiring virtues, realism, voluntariness, the inverse relationship between age and educability, and so on. He considered gradualism the most important principle, facilitating the realization of the other principles.
Explaining Ayatollah Mahdavi Kani’s educational model, the “channels of education” were also discussed. These channels include the educator, requirements, necessities, facilities, educational methods, and potential obstacles in the way of education. The “destination of education” category comprises three concepts: objectives, audiences, and the outcomes of education, all of which were mentioned in Ayatollah Mahdavi Kani’s statements. Factors involved in education include controllable factors like the living environment and uncontrollable factors such as temporal exigencies and heredity. He believed that intention shapes the human spirit and forms the essence of a person. This essence can also shape intentions; that is, the spiritual aspects of a person remain due to heredity, education, or environmental influence. This comprehensive and holistic view of education emphasizes the individual’s role in self-improvement and the necessity of gradualism in the educational process. This view considers education dynamic and complex, requiring coordination between rational, emotional, and practical aspects.
Conclusion: The designed model from Ayatollah Mahdavi Kani’s perspective defines education as a gradual, achievable, voluntary, and realistic process with a Divine origin and fixed content. This process, centered on “revealed-Islamic” teachings, and considering temporal exigencies, systematically imparts knowledge within the family and society. The starting point of this process is the educator, whose actions, utilizing progressive and obstacle-removing methods and relying on educational principles, expand exponentially and synergistically. In aiming for the perfection of the individual and society, this process actualizes potential talents by focusing on the human emotional and rational aspects. The ultimate result is an efficient, logical, and humble society before the truth.
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