سیر تطور مطالعات تربیتی کودک در سده اخیر حوزه علمیه قم

Extended Abstract
 
Introduction and Objectives: Since its formal establishment during the In the late first Hijri century and its revival by Ayatollah Abdulkarim Haeri Yazdi, the Qom Seminary has played a pivotal role in preserving, promoting, and developing Shiite culture and knowledge. Initially focused on teaching jurisprudence, principles of jurisprudence, and exegesis, the seminary has undergone significant transformations over the past century, particularly in the realm of child education. From the perspective of the Qom Seminary, Child education, as a fundamental pillar of Islamic cultural development, not only contributes to preserving the religious identity of the younger generation but also plays a crucial role in addressing modern challenges such as the influence of Western culture, emerging technologies, and changing lifestyles. This study aims to explore the evolution of child education studies in the Qom Seminary over the past century, examining the main trends, key figures, and influential cultural-social factors in these transformations. The study not only elucidates the historical and contemporary role of the seminary in child education but also, by identifying the strengths and weaknesses of these studies, lays the groundwork for research policymaking and the design of educational models aligned with future needs.
Methodology: This research adopts a qualitative approach using a descriptive case study method. Data were collected through library and documentary methods, focusing on published works related to child education in the Qom Seminary. Sampling was conducted purposefully, selecting works that specifically addressed child education. Data analysis was performed inductively, involving identification, categorization, and description steps. To ensure the validity of the findings, the research output was reviewed by two evaluators before presentation and three evaluators at the “Congress on the Centenary of the Re-establishment of the Qom Seminary,” and it was finalized after revisions.
Findings: The term “evolution” in its literal sense refers to a change in state or a transition from one form to another, and in technical terms, it denotes the study and explanation of significant changes in one or more components that shape the essence and identity of a phenomenon, occurring gradually and continuously over time. Educational studies refer to a set of interdisciplinary research that examines various dimensions of a learner’s psychological, moral, social, and spiritual development. These studies focus on educational needs, effective educational methods, the role of influential institutions such as family and school, and the place of religious teachings in shaping the learner’s beliefs and values, aiming to elucidate the complex process of growth and elevation.
In this regard, the analysis of the evolution of child education studies in the Qom Seminary highlights four distinct periods, each marking a gradual progression from traditional approaches to the production of specialized knowledge. In the first period (from the establishment of the seminary in 1921 to the 1960s), child education was primarily based on traditional, non-systematic oral methods, with the transmission of religious knowledge occurring through families, traditional schools (maktabs), and oversight by clerics. The emphasis was on memorizing the Quran, basic ethics, and religious rulings, without considering the child as an independent subject of study; instead, simplified concepts for children were prevalent in sermons and home-based education. The second period (1962–1978) was marked by an initial acquaintance with modern educational discourse, influenced by the expansion of universities and publications like Maktab-e Islam. During this period, discussions on the role of emotions, children’s rights, and comparisons between Islamic and modern education emerged, though traditional boundaries were largely maintained. The third period (1979–2001), following the Islamic Revolution, saw development and systematization with an explanatory approach. The revolution and the Iran-Iraq War highlighted values such as sacrifice and resistance, with institutions like family, mosques, and religious gatherings gaining prominence. Finally, the fourth period (2002–present) has leaned toward the production of specialized knowledge. Works in this period have been authored with interdisciplinary approaches, including jurisprudential, psychological, and philosophical perspectives, moving toward indigenous models by critiquing Western paradigms.
Conclusion: The Qom Seminary, transitioning from traditional to specialized stages, has played an active role in child education and has offered Islamic models to counter modern challenges. This transformation, from maintaining ties with religious sources to methodically critiquing Western approaches, reflects the seminary’s dynamism and emphasizes the child’s innate nature and dignity as a foundation for cultural development. However, it faces challenges such as discursive fragmentation (lack of theoretical coherence), the absence of comprehensive models, and a disconnect from practical implementation, which, if unresolved, pose serious consequences. On the theoretical level, discursive fragmentation causes confusion among educators, parents, and policymakers, undermining trust in Islamic models. Without a cohesive framework, the seminary cannot effectively compete with scientifically and media-supported secular and liberal discourses. On the practical level, the lack of applicable models endangers the upbringing of a generation alienated from Islamic values and influenced by non-indigenous cultures. Additionally, the gap with educational institutions reduces the seminary’s influence on cultural development. Proposed solutions include holding cohesive conferences with the participation of seminary scholars, academics, and the Ministry of Education to develop educational models, signing agreements with schools to implement Islamic educational frameworks, and producing educational applications for children to address these challenges.