The Conceptual Model for the De-ideating the World (Invalidation of Fabricated Imagery of the World) in God-Oriented Spiritual Parenting

Document Type : Research Paper

Authors

1 Ph.D. in Curriculum Planning, Department of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.

2 Associate Professor in Curriculum Planning, Department of Educational Sciences and Psychology, University of Birjand, Birjand, Iran

3 Associate Professor in Curriculum Planning, Department of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.

Abstract

Introduction: One of the fundamental and essential components of every society’s culture is its values. Values are the core components of a society’s culture and the foundation of behaviors and actions. Their stability or change leads to the stability or transformation of cultures over time. A significant issue in contemporary education systems is the question of values and their teaching, as the application of values is essential in all fields of knowledge and practices. Crises and challenges mark the current era, and human experience shows that no period has been devoid of the need for values and values education. The existence of various non-value-related problems and moral and human deviations, such as corruption, embezzlement, sexual promiscuity, increasing poverty, injustice, and criminality, has created conditions where addressing values and their development is considered a fundamental necessity. Despite numerous efforts in moral and values education, significant gaps remain in addressing delinquency, deviations, and value-related anomalies among adolescents and youth, indicating that values education has not been effectively implemented. Therefore, since values education reveals the hidden moral and practical instincts within humans and brings worldly and otherworldly happiness, a comparative study of the approaches of different countries, highlighting their similarities and differences in values education, is essential. Thus, this study examines the approaches to values education in selected countries and the elements of their values education curricula.
Method: This research employs a comparative survey method. The required data to answer the research questions were collected through library documents, research reports, and searches in internal databases, including the Scientific Information Database, the Comprehensive Portal of Humanities, the Iranian Journals Database, Noor Specialized Journals Database, and the Iran Research Institute for Information Science and Technology, as well as external databases such as Google, Scopus, Science Direct, ProQuest, SpringerLink, Taylor & Francis, Google Scholar, and ERIC. The model used in this study is the Bereday model, which outlines four stages for comparative studies: description, interpretation, juxtaposition, and comparison. Based on this model, the necessary information on values education was first collected and interpreted from reliable sources. Next, the information was classified, and in the final stage, differences and similarities were examined and compared, and finally some recommendations were offered. The sample for this study includes six countries: England, the Philippines, Australia, the United States, China, and Iran. These countries were selected as representatives of Western and Eastern nations that have been pioneers in values education activities. The structured processes of Roya and Prati (2003) for recording, writing, and interpreting data were used to ensure validity. For reliability, Scott’s method (2012) was applied, and a content checklist was provided to five experts, with an agreement coefficient of 80 calculated using Scott’s formula.
Results: The commonality among the studied countries in their approach to values education is its connection to their religions and beliefs. In Iran, where the ultimate goal is achieving perfection or closeness to Allah, Islam determines the values, and values education focuses on Allah in all relationships (human-Allah, human-self, human-creation, and human-nature). In other countries, Christianity determines the values. In the United States and England, liberals do not believe in the educational system’s involvement in values education, thus emphasizing secularism and values such as individual freedom and self-actualization. In China, values education is derived from Confucianism and communism, with values being relative and dependent on culture and ethnicity. In England, values such as personality flexibility, honesty, hard work, self-control, teamwork, and leadership are emphasized. Australia categorizes values into nine main groups: care and compassion, doing one’s best, fairness, freedom, honesty, and integrity. The Philippines also has a complex system of values education. The differences among the selected countries in values education can be expressed in six main dimensions: 1) the relationship between humans and nature, 2) the relationship between individuals and society, 3) the importance of understanding human activities, 4) the basis of value criteria, 5) priorities over time, and 6) values related to the ideal destination of humans.
Discussion and Conclusion: The results showed that values education varies across countries and can be influenced by social, political, and cultural factors. These factors include 1) historical contexts, 2) political systems, 3) culture and religion, 4) social structures, and 5) globalization. A comparative analysis of values education in Iran, the Philippines, Australia, China, England, and the United States reveals that China and Australia have the most favorable status in their values education curricula and perform better in this area. China has systematically and comprehensively addressed values education, integrating it into all educational levels. Australia also has clear and coherent educational programs that emphasize values education as a special component and has been more successful than other countries, including the Philippines, due to its integrated approach and strong support for educational programs in the values education curriculum. Although the Philippines has made significant efforts in values education and has designed a special program for it, in practice, this program faces challenges such as a lack of resources, insufficient expertise, and inadequate support from educational institutions. In the United States, despite efforts and schools that promote values among students, there is no systematic approach, and values education is not integrated into schools. In Iran, although upstream documents such as the Fundamental Reform Document of Education and the National Curriculum Document appear to be well-developed, in practice, challenges such as the mismatch between goals and educational realities exist. For example, educational inequality and disparities in Iran’s education system hinder the realization of the goals outlined in these documents.

Keywords

References

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