نشریه اسلام و پژوهش های تربیتی
سال دهم شماره 1 (پیاپی 19، بهار و تابستان 1397)

Using an analytical and inferential method, this qualitative research was carried out to examine the educational implications of the verses on education and refinement. The research has thoroughly studied and analyzed the Qur'anic interpretations. The necessary data were collected through note taking from commentators' viewpoint. The results show that the verses on education and refinement have extensively dealt with the pillars of education, i.e., teacher, learner and content, and considered the educational implications in each case. For example, teacher must have strong interaction with learners and be in harmony with them, the content of education should be of a divine origin, and it should be precise and firm, not low quality and superstitious. Moreover, the educational system should be centered on refinement, and refinement programs should have priority over educational programs. In this system, the Qur'anic teachings should be at the center of all the discussions, and intellectual teachings should be offered in all disciplines.

Carried out by using an analytical and inferential method, and aiming at examining rationality and spirituality in curriculum planning with the Islamic philosophy approach, this paper is written on the basis of the main assumption that the normative orientations of curriculum are based on philosophical foundations. Findings indicate that the intellectual and spiritual orientations of curriculum originate from the foundations of philosophical pragmatism and humanism, respectively. Contrary to these orientations, in which there is no clear connection between rationality and spirituality, and in particular religious spirituality, in the spiritual rationality orientation of the curriculum derived from Islamic philosophy, there is a connection between rationality and spirituality. Rationality has various levels ranging from the lowest level, i.e. instrumental rationality, to the active intellect and the perception of God, the Almighty. Establishing the relationship between the lowest and the highest levels of rationality in curriculum makes the ultimate goal of curriculum divine, and makes the mediating goals spiritual too. Moreover, the orientation of intellectual rationality brings comprehensiveness and integrity for the curriculum content, and creates an atmosphere of enthusiasm and motivation in learners in the path of perfection and true happiness.

Due to having many functions in different periods of life, religious education has always been one of the important dimensions of education in many human societies. Religious education is especially important in childhood, which is one of the most influential educational periods. Therefore, educators, whose main concern is children's religious education, face two major challenges. The first challenge is to properly understand the content of religious education which is appropriate to the age of the child, and the second challenge is to adopt a religious education approach that is appropriate to the psychological characteristics of childhood. In religious texts, the content of education has been specified to a large extent. So far, various theories have been presented in the field of the development of religion with regard to the psychological characteristics of children. Using a descriptive-analytical method, this research reviews Ronald Goldman's theory, who is one of the experts in this field, with the aim of using the psychological findings for the religious education of children, and by considering the principles of religious education from the Islamic perspective.

Hopefulness has important outcomes and can play a significant role in achieving goals and solving problems. This study aims at investigating the effectiveness of spiritual intelligence training in increasing the hopefulness of elementary school students in Qom. The research method is quasi-experimental and pre-test-posttest with control group. The statistical population included the sixth grade male students of elementary school who were studying in 2017-2018. Among them, two experimental and control groups were selected randomly using multi-stage cluster sampling method, each group having 30 members. The experimental group regularly participated in eight sessions of spiritual intelligence training. To collect data, the Schneider, Harris, Anderson, Halloran, Irving, Sigmund and Henry scale (1991) with 0.86 Cronbach's alpha coefficient was used. The results of the study indicated that spiritual intelligence training had a significant effect on hopefulness. Spiritual intelligence and its promotion can be effective in preventing study problems. Therefore, the findings of the present study can be used by advisers, especially religious advisers, to raise the level of students' hopefulness.

Throughout the history of Islamic education, educational concepts in the Qur'an and narratives have been introduced in various terms. However, today, the term "education" has become outstanding among the concepts related to human growth and excellence, and educational concepts have been strictly confined to this term. This paper critically studies the meaningfulness of the word "education (tarbiat)" in the two axes of the literal meaning and the historical identity of the term, and then the terms "refinement (tazkiye) " and "discipline (ta’dib)" are introduced and analyzed as alternatives to the term "education”. The results show that from the literal meaning of the word "education", lofty concepts on human excellence cannot be derived; moreover, this term has only had a marginal role in the history of the Islamic education's thoughts; whereas the term "refinement”, in terms of its literal meaning and application in religious texts, has more richness than the word "education", and in the Qur'an, the terms "education and refinement" have been used instead of the term "education". Moreover, compared to "education", the term "correction" has a more reliable historical identity and has been dominant in the texts on Islamic education for about twelve centuries.

Aiming at creating an accurate understanding of the global future realities in the field of education, this research is carried out from the perspective of the futuristic social reconstruction approach. In this regard, the Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran has been reviewed in terms of its attention to future challenges and requirements. Therefore, in the first phase, using the conventional qualitative content analysis method, four organizing themes were extracted from the statistical population in the form of educational, personality, social, cultural and structural requirements. In the next step, using quantitative and qualitative content analysis, the degree of the conformity of the Reform Document with the obtained framework was examined. The results of the research show that in this document, understanding the meaning of values and proper appreciation of them have been strongly emphasized; however, a futuristic view of different areas, including cultural, social and personality traits, is narrow. Therefore, it is necessary to consider the strategies to develop futuristic skills of students and teachers and to strengthen the futuristic prospects in the Reform Document.