نشریه اسلام و پژوهش های تربیتی
سال پنجم شماره 2 (پیاپی 10، پاییز و زمستان 1392)

Affective relationships between parents in family، which is regarded as the most important educational institution of society and individual''s first school، is the most influential factor for children''s proper movement towards choosing an Islamic lifestyle. The present paper investigates some affective factors of educating children in family. A descriptive-analytical method is used in this research. The data necessary to achieve its aims were gathered by taking notes from existing texts on traditions relevant to research subject and were qualitatively analyzed. The research findings indicate that such factors as harmony of religious insights and beliefs، the idea that the child''s existence belongs to parents، philanthropy، love، good temperedness، mutual respect، good thinking (optimism)، forgiveness and remission، doing good acts in the face of bad acts، being companion and sympathetic and causing joy، giving present، harmony between sayings and acts، showing positive affections، attention to mental security and providing a model are among the factors of affective education of children in the institution of family، which are emphasized in infallible Imams'' teachings.

Given the necessity of organizing Islamic education، some researchers tried to carry out this duty from its basic beginning and organize «the philosophy of Islamic education» first. However، there have been different approaches to «the philosophy of Islamic education» due to different approaches to «philosophy»، «the relationship between religion and philosophy»، «sources of religious knowledge»، etc. A review and criticism of these approaches can show their merits and demerits and lead to a more comprehensive viewpoint. The present paper reviews and criticizes four existing approaches to «the philosophy of Islamic education» in Islamic Republic of Iran. It finally concludes that: 1- the main source for formulating «the philosophy of Islamic education must be Islamic sources (the Quran، tradition and intellect) while the method and content of Islamic intellectual sciences and valid empirical achievements should be used; 2- the way for active and truth-seeking interaction with other schools of thought should be prepared; 3- given the interdisciplinary nature of»the philosophy of Islamic education«، methodological openness should be taken into consideration in formulating it. However، the main method is deductive method which can be used in different ways.

The present paper was conducted with the aim of investigating the position of nearness to God in moral education and with emphasis on religious teachings. Different schools define different aims for moral education، but epistemic system of Islam defines «nearness to God» as the final aim of moral education. The present paper studies the concept and instance of felicity and the role of guardianship in man''s final perfection and felicity in order to elaborate on the concept of nearness to God and its relationship with moral education. Then it proposes the parameter of need for infallible Imams (peace be upon them) as a means of achieving moral education، by explaining nearness to God which is the real instance of felicity. In this paper which uses library sources as its tools، a descriptive-analytical method is used to explain the propositions and the relationship between nearness to God and moral education.

The general aim of the present paper is to determine the effectiveness of teachings based on Islamic axiology on increasing marriage satisfaction of married women. The statistical population includes all individuals who visited the counseling center of «Bab al-Hava''j» in Meybud، among whom 24 individual were randomly selected and divided into an experiment and a control group (12 individuals for each group). It is a kind of semi-experimental research with pretest and posttest taken by control group، and a follow up. The experiment group received 10 sessions of training (two sessions for each week) on the teachings based on Islamic axiology in joint life، but control group received no training. Both groups completed the short form of Enrich questionnaire of marriage satisfaction three times: first before experiment، second immediately after experiment and third one month after intervention. The data were gathered and analyzed by «multivariate covariance» (MANCOVA). The results show that teachings of Islamic axiology has significant effect on increasing marriage satisfaction of experiment group and this effect continues in follow up period. Given the research findings، it can be concluded that offering religious teachings based on Islamic axiology is a proper method to increase couples'' marriage satisfaction. However، it should be taken into consideration that individuals are not under the influence of their personal understandings of Islamic axiology.

Family values have a great influence on the development and domination of values in society. Unfortunately، such values are currently weakened in western societies and seriously threatened in other societies. The review of Islamic sources shows that Islam uses several methods to establish and enhance family values. The present paper investigates six important educational methods which are used to realize family values. Such methods as giving vision، imposition on soul، modeling، prayer، parable and preaching constitute the core of the discussions of this paper in order to realize family values according to the view of Islam.

Instructors of religious matters can use different methods for religious education. One of these methods is «obligation» in which individuals are obliged to accept religion، increase their faith، learn the teachings of religion and do its practical injunctions. At the first glance، it may seem that instructors are not allowed to force individuals to accept religion، learn its teachings and do its injunctions like praying. Therefore، one of the important questions raised in this regard is that whether instructors are allowed to use obligation and compulsion in religious education of individuals? Since it is mainly referred to the verse of «there is no compulsion» to negate obligation in religious education from the view of Islam، the present paper investigates this verse and similar ones by using interpretive and jurisprudential method in order to answer the aforementioned question. The general finding of the research indicates that basing the argument on the verse of «there is no compulsion» and similar verses does not mean that using the method of obligation and compulsion in religious education is totally forbidden، and that this argumentation is problematic.