Document Type : Research Paper
Authors
Assistant Professor, Department of Islamic Education, Farhangian University, Tehran, Iran
Abstract
Introduction and Objectives: Examining Qur’anic keywords from an educational perspective is an approach that can open the door to understanding and inferring educational implications for teaching and learning. Explaining the theoretical and conceptual models of Qur’anic keywords can help understand educational issues at a macro level and provide practical solutions for teaching and learning, as well as the responsibilities of teachers at a micro level. What is essential in this regard is that the educational implications for the teaching profession are extracted and assessed through a valid process. In other words, if specific foundations are to exist for educational processes, they must be based on criteria that consider the comprehensive nature of human characteristics and creation. Even when applying modern scientific models and competing theories, the Qur’anic foundations can serve as a tool for validating these ideas and as a suitable filter for applying scientific theories.
The terms negligence and forgetfulness, as frequently recurring keywords tied to human creation and the stages of his education and development, are among the models whose understanding is not only beneficial for teachers but whose extraction in the form of a conceptual and theoretical model can provide concrete and operational solutions for educational discussions. The researchers of this study aimed to address part of this effort within their capacities. Accordingly, this study seeks to take a structuralist approach to the term forgetfulness in the Qur’an to infer the aforementioned educational implications.
Research Method: Initially, a research question was formulated as follows:
"How are the terms negligence and forgetfulness used in the Qur’an?"
Purposeful sampling was conducted until theoretical saturation of categories was achieved, leading to a comprehensive reading of Qur’anic verses related to the keyword life.
In the third stage, data collection was carried out through library research and referencing the Quranic text.
In the fourth stage, the collected data were analyzed using MAXQDA software, version 12.3-PRO. In the final stage, a comparative study of axial and open codes was conducted to extract educational implications through inductive qualitative content analysis.
Findings and Results: The results of the study indicate that the theoretical model of the terms negligence and forgetfulness can be divided into six categories: groups prone to negligence and forgetfulness, instances of negligence and forgetfulness, factors causing and preventing negligence and forgetfulness, consequences, and methods of addressing negligence and forgetfulness. Additionally, five educational implications for teachers can be extracted from this theoretical and conceptual model, including:
The relationship between knowledge and perception with negligence and forgetfulness;
The importance of reminders alongside teaching;
The necessity of explaining the dimensions of negligence and forgetfulness;
Attention to the opposites of negligence and forgetfulness;
Attention to the levels of negligence and forgetfulness.
Each of these implications includes further components, as follows:
The relationship between knowledge and perception with negligence and forgetfulness is a foundational implication that includes fostering awareness, considering accurate knowledge, and promoting deep knowledge.
The importance of reminders alongside teaching is a procedural and contextual implication that emphasizes the need for constant reminders and effective methods of reminding.
Explaining the dimensions of negligence and forgetfulness is a structural implication that covers instances, roots, and consequences of negligence and forgetfulness.
Attention to the opposites of negligence and forgetfulness is a functional implication that includes keywords such as worldly life vs. the Hereafter, death vs. life, and sensualism vs. ideationalism.
Attention to the levels of negligence and forgetfulness is a consequential implication that includes repetition and intentionality in negligence and forgetfulness.
Discussion and Conclusion: In conclusion, it must be acknowledged that religion exists for the education of humanity, and examining religious content to infer educational implications can be a step in this regard. More specifically, this can be achieved by analyzing Qur’anic keywords to infer these implications for the teaching profession and classroom practice. Therefore, such analysis fundamentally serves a religious and educational purpose. The utility of this lies in providing a solid theoretical foundation for education, enabling teachers to apply practical strategies in their work that are grounded in divine revelation. To enrich this study, it is recommended that future theoretical research in this style examine other keywords related to negligence and forgetfulness and, by developing a more comprehensive theoretical and conceptual model, extract broader insights for educational discussions. Additionally, it is suggested that other Qur’anic keywords be analyzed and explained based on this model. Effective education depends on attention to the detailed and overarching dimensions of educational components. Competent teachers must first strengthen their professional foundation by relying on credible educational resources. Next, they must correctly understand reliable sources’ principles and educational implications. Educational researchers facilitate and expedite this process for teachers’ knowledge and access. Finally, the practical application of these findings in the educational environment is crucial, representing a core professional responsibility of teachers. In this study, the first and second steps were taken as preliminary measures to support the educational profession, thereby improving and expanding the quality of teaching practices.
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