Scenario-Based Education in the Qur’an and Hadith

Extended Abstract
 
Introduction and Objectives: Introduction: One of the most important parts of education is the training methods. Sometimes the method that is considered in educating individuals is more important than the educational content itself and the desired result is tied to it. Sometimes a very good content with an inappropriate method has a completely opposite effect and causes negative results, and sometimes an average content with an appropriate method has a double effect on the trainee. The method discussed in this article is the scenario-making method, in which the trainer, by designing a scenario and actually implementing it, places the trainee in a position that will help him achieve his educational goals.
Although psychology has discussed and conducted numerous experiments on scenario-based education, looking at this category from an educational perspective and using this method to achieve educational results, and not just educational ones, is the point of distinction of the present work from the research that has been conducted in relation to the use of scenarios in educational matters. Also, looking at this category not from the perspective of Western experiences and personal analyses, but from the perspective of the Quran and the Sunnah and measuring its effectiveness in the educational path of the infallibles is a more serious point of distinction in this article.
Research Method: The research method used in this article is the “qualitative content analysis” and “jurisprudential method”. Qualitative content analysis, by analyzing concepts, terms, and relationships between these concepts, attempts to infer and reveal hidden patterns in the target text (Momenirad et al., 2013). The type of qualitative content analysis method in this article is “documentary analysis”. Documentary analysis is a library study of available documents and sources in contrast to case studies, ethnography, ethnographic methodology, and historical-comparative methods (Sadeghi Fasai and Erfanmanesh, 2015). In the jurisprudential method, the validity of the permissive and prohibitive evidence is assessed by examining the documentary and evidence, and finally, the final conclusion is reached by collecting acceptable evidence using a principled method. In other words, the jurisprudential method in inferring from narrations means the method that the jurist uses to understand and extract religious rulings from narrative texts (the Hadiths of the Infallibles). This method is a set of rules, principles, and criteria of ijtihad that help the jurist to correctly recognize and evaluate the narration and to infer the religious ruling based on it. In this method, both documentary and credibility checks are carried out, for example, the issuance of the narration is ensured, and then the reasons and content of the verse and narration are examined according to the principles of inference and with reliable criteria. Finally, by collecting evidence and resolving their conflicts in case of conflict, the final result is obtained.
Results: The purpose of education based on the Faranama is that if the trainee does not accept the educational effect, or the effect he accepts is superficial and needs more depth in the effect, or the teaching or educational effect itself is of great importance that it is not appropriate to do it normally, the instructor uses the Faranama and conveys the educational effect to the trainee and deepens it. In using the Faranama in education, the trainee can be an individual or a group, or it can be the people of a society, where the ruler here appears in the role of the instructor. On the other hand, the curriculum can be designed and implemented with the direct agency of the instructor or with the instructor’s foresight and role in the crisis and not the main agency in implementing the curriculum.
In the curriculums that were stated, special educational principles and methods have been used, which include the principle of gradualness in the steps of the curriculum, the principle of friendship with the trainee, the principle of considering the ability of the audience, as well as the method of using the center of gravity of the personality and the method of creating thirst that have been used in the curriculums stated. Gradual observance in the position of education means that the instructor refrains from hasty and hasty actions and, considering the ability and capacity of the trainee, teaches him the educational content slowly to provide the ground for a deeper understanding and comprehension of the materials. Friendship and tolerance are a form of not harassing and insulting the trainee and also respecting his desires and interests in the education process. The center of gravity of personality is also an area of ​​the existential and personality dimensions of a person that has value and importance for him and has a prominent role in his life and he is also particularly interested in it. Using the center of gravity for educational effectiveness is one of the important methods in education.
Discussion and Conclusion: The scenario-based education method is one of the methods that has been recently proposed in learning psychology, but this method was used by the prophets and the infallibles years ago and its nuances have been mentioned in verses and narrations. Among them are the verses about Prophet Abraham and the type of educational encounter with his people, which is shown in the case of worshiping the stars and also breaking the great idol. Also, the verses that are mentioned about the story of Prophet Moses and Prophet Khidr.
Narratives in which education based on the Faranama has been carried out, such as the story of Mufaddal and the pigeon hunters, the attraction of Hisham by Imam Sadiq, the attraction of Umar’s grandson by Imam Kazim, and also the famous story of the moral sermon of the Messenger of God in the story of gathering firewood, are among the cases of education based on the Faranama that have been mentioned in the narrations. Considering this, the instructor must adhere to the life of the Infallibles and convey monotheistic concepts to the trainee with an appropriate program and Faranama. In other words, he must use the art of education and, using the tools of story, narrative, and Faranama, provide a kind of education in the heart of the scene for his audience and trainee. Not just holding classes and knowledge, but also educating his trainee in the heart of action, narrative, and Faranama.