Analyzing the Degree of Content Conformity of the Seventh-Grade Textbook Payamhaye Aseman (Messages from Heaven) with the Approaches, Objectives, and Functions of the Wisdom Section in the National Curriculum

Document Type : Research Paper

Authors

1 PhD student in Philosophy of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

2 Associate Professor, Department of Foundations of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

3 Associate Professor, Department of Fundamentals of Education, Shiraz University, Shiraz, Iran.

4 Full Professor, Department of Islamic Philosophy and Theology, Faculty of Theology and Islamic Studies, Shiraz University, Shiraz, Iran.

5 Assistant Professor, Department of Fundamentals of Education, Shiraz University, Shiraz, Iran.

10.30471/edu.2025.10201.2910

Abstract

Introduction: Textbooks serve as tools in implementing educational goals. They provide teachers with a structured framework for delivering objectives, strategies, and content. The National Curriculum outlines approaches, objectives, and strategies in greater detail than the Fundamental Transformation Document. This document emphasizes the "monotheistic Nativism approach" and defines the function of the "Wisdom and Islamic Studies" domain as deepening students’ thought, faith, and religious practice, while guiding their personal and social lives towards the worship of Allah.
An examination of the approaches and objectives of the National Curriculum raises the question of whether experts in religious education have effectively incorporated these principles into the structure and content of the textbook. How, with what quality, priority, and depth, have these principles been applied? Does the existing content in the textbook Messages from Heaven successfully achieve the stated objectives and functions? What specific recommendations can be made to improve the quality of the textbook’s content?
Method: This qualitative study employed a data analysis approach. The data collected for this research consisted of documents, including the National Curriculum, the guidebook for the textbook Messages from Heaven for secondary school, and the 7th-grade textbook Messages from Heaven. The content and themes of the textbooks were analyzed using content analysis with thematic units as the unit of analysis. The analysis focused on the criteria emphasized in the document: intellectual engagement (thoughtful knowledge), emotional engagement, and the connection of the heart with knowledge (conscious faith), as well as the movement towards transforming faith into action (voluntary action).
Findings: The structure and content of the textbooks were examined in terms of objectives, multiple dimensions (attitude, orientation, and action), depth of coverage (learning level), aesthetics, and linguistic features. Findings indicate that of the 15 lessons in the "Messages from Heaven" textbook, the two lessons on Allah, which assume a belief in Allah and acceptance of monotheism, focus on the attributes of Allah. The approach to this topic and the lack of effort to deepen adolescents’ perspectives on monotheism leave unanswered the fundamental questions adolescents have about theological issues. In the two lessons on the afterlife, parables are used, and the content aims to create a foundation for reflection, motivation, and translate faith into action. However, the serious questions of adolescents that are relevant to the societal context and the age of technology and information transfer are not adequately addressed. The three lessons on guidance, also assuming a belief in the Ahl al-Bayt (peace be upon them), can be impactful, but do not lead to a deepening of adolescents’ faith and perspectives, nor do they address the questions and doubts raised about the Imams. Four lessons address the topic of "path and provision," using simple and understandable language but lacking aesthetic elements and creating intellectual challenges that stimulate reflection and deepen beliefs. Some parables are effective in motivating students to perform good deeds. Four lessons also address the area of ethics, providing a logical framework and presenting role models, but they do not utilize effective educational principles such as stimulating curiosity and enabling adolescents to discover concepts independently. In terms of the structure of the book, 62% of the content and main text, as well as the "Learn More" sections, consist of stories and narratives from the lives of the Prophet and the Ahl al-Bayt (peace be upon them), with only two parables used.
Discussion and Conclusion: This study examines the content and structure of the textbook, considering the objectives and functions of the "Wisdom and Islamic Studies (Maʿārif)" section in the National Curriculum. Based on the philosophical analysis resulting from this examination, critiques of the "Messages from Heaven" textbook and suggestions for improving the effectiveness of its content are presented:
1. Depth of Achievement in Knowledge, Attitudes, and Behavior: The effectiveness of the content, assuming the existence of prior belief in religious concepts and solely for the purpose of providing a reminder, is considered good. However, it is weak in deepening beliefs in all three domains of knowledge, attitudes, and action. The type of assessment is explained in terms of technical and skill-based subjects.
2. Priority of Topics in Relation to Age and Modern World Conditions: The content does not adequately address the concerns and daily issues of adolescents. It also overlooks the role of media and social changes, and fails to utilize new and creative methods in presenting content.
3. Philosophical-Educational Characteristics of the Content: The content is not inquiry-based and does not create conditions for critical thinking. Stories are direct, and examples are not sufficiently challenging or relevant to the lives of adolescents.
4. Aesthetic and Artistic Characteristics of the Content: The language and structure of the text are not sufficiently engaging and impactful. The three dimensions of cognition, emotion, and action can work together to achieve educational goals.
Several general recommendations resulting from this research are presented:
* Moving towards inquiry, critical thinking, and the presentation of challenging topics at the beginning of each discussion.
* Offering exercises related to self-awareness to strengthen individual and social personal and religious identity in adolescents.
* Utilizing philosophical-mystical approaches to strengthen students’ monotheistic perspectives.
* Adapting content and supporting educational and training tools to the needs of adolescents and the technological age.
* Changing assessment methods and moving away from memorization-based assessments towards genuine impact and the adolescent’s spiritual and ethical self-assessment.

Keywords

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