نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشگاه تربیت مدرس
2 دانشیار، گروه روانشاسی، دانشگاه تربیت مدرس، تهران ،ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Introduction
This study addresses the gap between theories of religious aesthetics and their practical application in religious education. Four major Persian mystical texts—Ḥadīqat al-Ḥaqīqa, Kashf al-Maḥjūb, Moṣībat-nāmeh, and the Mathnawī—were selected as representative didactic religious texts to demonstrate how aesthetic experience can be mobilized in the service of religious education.
Method
The study employed a qualitative design using a thematic analysis approach. Themes were extracted through a hybrid inductive–deductive process. To ensure transparency and replicability, the analytical procedure was implemented through Python-based coding, including text preprocessing, identification of dominant themes, frequency calculation, and network-based co-occurrence analysis.
Findings
A total of 25 sub-themes were identified. The cognitive/exploratory dimension accounted for the largest share (41.9%), followed by the contextual/audience-dependent dimension (31.5%), the formal/expressive dimension (14.4%), and the emotional/affective dimension (10%); ambiguous cases constituted only 2.2%.
Co-occurrence analysis revealed that religious understanding is most effective when accompanied by affective arousal (cognitive × emotional = 14). Formal innovations were shown to play a key role in intensifying affect (formal × emotional = 13), while modes of expression exert a direct influence on contextual interpretation (contextual × formal = 10; cognitive × contextual = 8).
Based on these relationships, a five-stage instructional model for religious education is proposed: (1) an initial brief affective stimulus, (2) formulation of an exploratory problem, (3) guided engagement with multi-contextual understanding, (4) meaningful formal re-creation accompanied by concise analytical explanation, and (5) closure with an open-ended problem to sustain conceptual inquiry. Within this model, aesthetic pleasure is not treated as an end in itself but as a mediating mechanism for deepening religious understanding and inference.
کلیدواژهها [English]
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