تبیین رویکرد فطرت‏گرایی توحیدی و تعیین دلالت‏‏های آن در برنامه‏درسی دوره ابتدایی بر اساس برنامه‏‏درسی ملی

One of the goals of the heavenly prophets in the education of man was to bring him to the stage of monotheism or some degrees of it. Monotheism is the basis of the calling of all divine prophets and the goal of every human being's path. Monotheistic nature is one of the fundamental concepts in Quranic teachings that needs to be explained so that with a clear explanation and understanding of it, its educational implications can be explained in the curriculum of different academic courses. In this article, an attempt will be made to explain the monotheistic naturalism approach, its implications in the primary school curriculum and provide it to practitioners, planners and teachers.
The purpose of the current research was to explain the monotheistic naturalism approach and determine its implications in the curriculum of the elementary school based on the national curriculum of Iran. The research approach was qualitative and the method of analysis was deductive qualitative content analysis. The data collection method was documentary and the data analysis method was interpretative and inferential. In this research, an attempt was made to determine the monotheistic naturalism approach, its implications in determining goals, content, memorization-learning strategies and evaluation methods in the primary school curriculum based on the national curriculum. The findings showed that the general goal of education in this approach is to awaken and keep active the God-seeking nature of the learner and to achieve closeness to God. The educational content is the basis for having a deep and general understanding of the creation of man and the world, his origin and destination. Teaching-learning strategies focusing on the expression of natural tendencies, recognition of the learner's situation and its continuous improvement, and learning resulting from purposeful and active interaction of the learner with diverse learning environments. In this approach, evaluation, while maintaining the human dignity of teachers, is a ground for continuous growth of learner in terms of cognitive, emotional, tendency and volition.
Research method: This research is of qualitative type according to its title, objectives and questions. The researcher will answer the questions with analogical method. Comparative qualitative content analysis is done based on Meiring's (2000) model, in which the researcher first defines and how to collect data, and in the next steps, according to the theory, what the researcher is looking for. It is drawn from the heart of the data and then the research questions are answered according to the analysis. In this method, questions and patterns taken from theories must be clearly explained. This research sought to find the desired definition and explanation and the existing and determined criteria based on the document of fundamental transformation and national curriculum in the education system of the Islamic Republic of Iran. In order to explain what and how and why the approach of monotheistic naturalism, authentic Islamic sources as well as the upstream documents of the education system in the Islamic Republic were studied, pondered and analyzed. Data analysis was done in a comparative manner and based on the framework extracted from the national curriculum and the criteria and components mentioned in it. Creating a recognition path is the main validation factor of this research.
Discussion and conclusion: In response to the question "What is the approach of monotheistic naturalism and how is it explained based on the national curriculum?", with an anthropological perspective from the perspective of Quranic teachings, it can be said that nature is one of the fundamental concepts in describing is human. In this view, nature is a divine nature in a person's existence, that is, a person has a genuine knowledge and orientation towards the origin of the universe. Therefore, it is the nature of knowledge and desire that the consciousness of human existence exists towards God as the sole creator of the universe.
With the monotheistic naturalism approach in the curriculum, man (in the role of a teacher) as the audience of education, has a divine nature. This nature, which is both a cognitive type and a tendency, has the ability to flourish and actualize, and is subject to oblivion.
In response to the question "What are the implications of monotheistic naturalism approach in determining the goals of the primary school curriculum based on the national curriculum?”, based on the findings of the research, it can be said that the general goal of education in such a view is to continuously awaken and activate the God-seeking nature of human beings and achieve closeness to God. They say in the Qur'an, "And we created the jinn and the human except for worshiping" (Zariyat, 56). Partial goals are also determined by taking into account the individual differences of educators and the variety of talents and different existential capacities of educators, and different areas of education and learning, as well as different subjects.
In response to the third question, "What are the implications of monotheistic naturalism approach in determining the curriculum content of the primary school based on the national curriculum?", it should be said that in this approach, the educational content is limited to scientific details. And it is not specific knowledge and skills, but in addition to dealing with the necessary details and necessary knowledge of life, it is the basis for having a deep and general understanding of the creation of man and the world, and his origin and destination.
In response to the question, "What are the implications of monotheistic naturalism approach in determining memorization-learning strategies in the elementary school curriculum based on the national curriculum?" It should be added that the memorization-learning strategies focus on creating the context for the expression of innate tendencies, recognizing the learner's position and continuously improving it. In this approach, learning is the result of creative, purposeful and active interaction of the learner with diverse learning environments, considering different aspects of communication with oneself, God, others and other creatures.
In response to the question "What are the implications of monotheistic naturalism approach in determining evaluation methods in the curriculum of the elementary school based on the national curriculum?" It can be acknowledged that in this approach, evaluation is a basis for continuous and continuous growth of people in terms of cognitive, emotional, tendency and volition. Taking advantage of the self-evaluation method and its context, while preserving the human dignity of individuals, helps to understand the individual's position and self-knowledge. Considering this anthropological basis that humans have different capacities while having basic commonalities and everyone is obligated according to his ability and capacity; Various levels and methods can be considered for evaluation, suitable for any size, and different levels of homework. In the analysis of the results of the research, it can be stated that in education with the view of monotheistic naturalism, the goal of man is to achieve closeness to God, which is done through sincere servitude in the light of the flourishing of man's divine nature.