نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 61 (زمستان 1402)

Trying to understand the message of the verses of the Quran in such a way that it can solve the problems of the individual and the society in the current era is possible only if the world is addressed to the world as the Quran speaks to them in the language of nature. Know the Quran and expose yourself to this breeze of mercy by trying to develop the nature. In order to achieve this purpose, conditions and criteria are necessary that the audience of the Quran must meet in order to be able to enjoy the educational works and blessings of the Holy Quran. The result is audience oriented and the Quran reciter can benefit from them in different personal and social fields in line with his education and guidance. Based on the results of this research, the audience-oriented educational works in relation to society at the macro level are: monotheism, the implementation of laws based on the holy Islamic law, the establishment of religion and its commands, and the explanation of the family's position and its role. The works of social education at the micro level are works such as creating social relations based on dignity, brotherhood and brotherhood, respecting the rights of people, unity and empathy, cooperation in good deeds, promoting good and forbidding evil, and a communication system based on good and advice.

The aim of this research is to present the principles of wisdom education based on the dimensions of wisdom in Islamic thought. Two steps have been taken to achieve this goal. In the first step, the perspective of the Holy Quran (as the main source of Islam) regarding wisdom has been examined through the method of conceptual analysis in order to determine the dimensions of wisdom from the perspective of the Holy Quran. Among the dimensions of wisdom from the perspective of the Qur'an are "Thinking (in the creation verses or the wonders of creation)", "Scientism (scientific support) and avoiding idealism", "Remembering (vigilance)", "Free thinking and avoiding imitation", "screening and following the best", "taking lessons", "futuristic and future-thinking", "existential coherence (harmony of science and speech with action and behavior)" and "piousness (self-respect)". In the second step, with the analytical-inferential method, from the combination of the basic goal of education from the perspective of the Qur'an, which is wise action (the introduction of norms) with the dimensions of wisdom in the Qur'an (realistic propositions), the principles of wisdom education (proposition- prescriptions), were deduced and compiled. Among these principles are "teaching purposeful and guided thinking (intellection)", "encouraging learning and providing evidence (mentioning reasons for matters)", "remarking", "cultivating critical thinking", "teaching and grounding for comparing and assessing and choosing the best", "Edification", "Teaching tact (to think deeply and planning) and prudence", "Practical commitment to knowledge and speech" and "Strengthening the will and refining the self".

The research was carried out with the aim of investigating how to realize justice according to Mulla Sadra's point of view. To achieve the goal of the research, Mullah Sadra's works as a society and cases in Mullah Sadra's works in relation to the objectives of the research were examined through purposeful sampling as a sample. The approach used in the research is fundamental and qualitative. Conceptual and inferential content analysis method was used in the research. In order to analyze data, integrated content analysis method (inductive-comparative) was used. The obtained results show that the concept of justice in Mulla Sadra's view is a continuous, continuous and questionable movement until the soul receives what it has the competence and talent for and manifests the divine attributes. The true talent of man is to become God-like, and in order for man to be on the path of becoming God-like, his training in the four areas of his relationship with God, himself, people, and being in the direction of becoming God-like, as well as responding to the basic needs of humans in the direction of realizing justice It is important in society. Mulla Sadra believes that wisdom characterizes a person as justice, with justice in existential dimensions, a person is characterized as wisdom, and a wise person is just and establishes justice in society.

This research has been done with the aim of explaining the conceptual model of the relationship between language and thinking based on the Qur'an and extracting its educational implications for children's intellectual development. Therefore, using the descriptive-analytical-inferential method; First, the frequently used keywords referring to language and thinking in the Quran were equated, which include Notgh, Ghol and Kalam.Then the characteristics of each one are based on the verses related to the key words of the analysis, then the relationship between language and thinking is explained philosophically and it was concluded that the steps taken in thinking correspond to the linguistic phenomena of Notgh, Kalam and Ghol. From another point of view, each of the linguistic phenomena of Notgh, Kalam and Ghol can be adapted to the process of thinking. In the following, the conceptual model of this relationship was drawn based on the Qur'an, and finally, the educational implications of the relationship between language and thinking for children's intellectual development were extracted. Considering that the best educational approach in relation to a child can be an aesthetic approach; By means of favorable verbal stimuli, the child should be directed towards real values and needs. In order to activate the correct thinking in the child, he should be exposed to the word of truth, and by using the power of the divine word in its artistic and aesthetic forms, it is possible to teach children the ways of learning the word.

The research with the aim of explaining the philosophical bases and components of the education of thoughtful students was done in the philosophical-educational school of Islam. The research method was conceptual and inferential analysis. The ideas of two great Islamic philosophers and theologians, namely Allameh Tabatabai and Martyr Motahari, were selected and analyzed as examples. The findings showed that the foundations of ontology, anthropology, epistemology and values of the philosophical-educational school of Islam contain fields such as; The reality of having a material and spiritual world, the emergence of man by the wisdom and power of the Almighty, the fact that man is composed of the soul and the body, the superiority of man over other beings in existence, the natural guidance of man, understanding the characteristics of God's actions and discovering the unknown with reason, activity, theoretical and practical reason in man, the importance of natural tendencies in the perfection of man, the limitlessness of man's pursuit of perfection, the dependence of mastery over destiny on the use of thinking, the association of revelation with thinking to respond to the material and spiritual needs of man. According to these principles, the four steps of consideration, thinking, rationalization and reaching the destination were drawn for the education of the student of thought. Taking advantage of the framework identified in different elements of the curriculum can be the basis for recognizing, analyzing and solving individual and social problems by students.

The aim of this study was to identify and explain the aesthetic components of the curriculum based on the spiritual Masnavi, to introduce the coordinates of the Islamic-Iranian aesthetic curriculum. This research is a qualitative research and in terms of method is qualitative content analysis with a conventional approach. The field of this research is the book of Masnavi Manavi, in the amount of twenty five thousand six hundred and fifty five verses. Which has identified the explicit and aesthetic meanings and concepts of the curriculum in the verses of Masnavi Manavi through coding. After analyzing the content of the poems in the book Masnavi Manavi, finally 10 main components of the aesthetics of the curriculum were identified and discovered. Accordingly, the aesthetic components of the curriculum derived from the spiritual Masnavi include: self-knowledge, insight, appropriateness, love, freedom, criticism, respect for differences, perfectionism, holism and initiative. The components of aesthetics extracted from the spiritual Masnavi as a valuable source of Islamic-Iranian education, is able to provide a complete global model in the direction of using the valuable dimensions of the aesthetics curriculum in all areas of education. A species that, with its indigenous characteristics, is more relevant and acceptable to philosophical, Islamic-Iranian concerns.

The purpose of this article is to investigate and explain the ways of Police discipline In Nahj al-Balagha's educational teachings.Research

This paper attempts to cite law enforcement discipline based on the precise definition of concepts and analysis of information extracted from Nahj al-Balagha and its related commentaries and interpretations.

The methods of disciplinary discipline were summarized in two parts: the ultimate goal and the intermediate goals. The ultimate goal in the discipline of discipline is the "divine impulse" that is achieved through the "language and heart synchronization" method. The ways in which the intermediate goals of lawful discipline were achievable were divided into two areas: "spiritual" and "physical". In total, 35 methods of spiritual discipline of disciplinary goals and 4 methods of discipline of spiritual discipline in Nahj al-Balaghah educational doctrines were presented.

Nahj al-Balaghah is a comprehensive book that can be used with various approaches, including the educational approach and the field of law studies appropriate to organizational requirements such as law enforcement.

The subject of this article is to examine the ways of encountering extra-religious ideas in the works of Islamic education thinkers. The purpose of this research is to critically examine and consider the differences in the situations, circumstances, intellectual preferences of the writers and their different goals in choosing a specific way of dealing with extra-religious ideas, and the method of hermeneutic analysis has been used in it. The results show that as the educational approaches are different, including philosophical, institutional, and narrative, diversity can be seen in the methods of entering extra-religious ideas, each of which has its advantages and limitations, And it can be classified along with some examples in the titles of independence-oriented (Shari'at Madari), fundamentalist (Ilm Al-Hadi), progressive competition (Safai Ha'eri), integration (Bagheri), protectionist (Qutb), instrumentalist (Mazlumi), Pathological (Kilani) and Responsive (Mothari) and in three general categories of impact on the audience's vision, strategic and dealing with atheistic ideas (for general, special and expert audience).

This study aimed to propose a model of organizational development based on the thoughts of Shahid Soleimani for the University of Tehran.To this end, a developmental-applied, descriptive survey was carried out. Qualitative data were collected through semi-structured interviews with 18 scientific and executive experts, who were selected based on purposive and judgmental sampling, and quantitative data were collected through a survey of 343 employees of the University of Tehran. The qualitative and quantitative data were analyzed using thematic analysis and structural equation modeling (SEM), respectively. In addition, the validity and reliability of qualitative data were assessed based on four criteria: credibility, dependability, confirmability, and transferability. After transcribing the interviews, 77 basic themes were extracted and categorized into 19 organizing themes and 4 general themes.The results showed that the four components of the organizational development model based on the thoughts of Shahid Soleimani proposed for educational institutes included individual development (5 themes), professional development (4 themes), service development (4 themes), and management development (6 themes).The results of the research showed that the school of Martyr Haj Qassem Soleimani can serve as a suitable model for the development of educational organizations in the country.

The main purpose of this study is to analyze the epic components in the biography of Martyr Soleimani and its educational achievements in realizing the statement of the second step of the Islamic Revolution of Iran. The method of this research is applied in terms of purpose and qualitative in terms of approach and is written in an analytical and inferential way in terms of data collection. The research community is the memoirs of her comrades and politicians and her divine political will and the statements of the Supreme Leader in describing the character of Martyr Soleimani and the statement of the second step of the revolution. The research findings can be divided into two parts. The first part deals with the concept of epic, epic education, components of epic education and epic personality and explaining these components in the character of Martyr Soleimani in the form of epic concepts such as: guardianship, zeal, courage, virtue and chivalry, jihad, self-sacrifice, benevolence And altruism, justice-seeking, and anti-oppression. Findings of the second part related to the analysis of the biography of Haj Qasem Soleimani based on epic components in relation to epic educational achievements inferred from the epic aspects of Martyr Soleimani's personality in the form of educational achievements such as: Strengthening the spirit of self-confidence and self-confidence, avoiding comfort and solitude, strengthening the spirit of independence and self-government, strengthening the spirit of responsibility, secularism and biological simplicity, establishing social order and security, unity and empathy, reviving transformed values And the growth of moral and spiritual virtues, hostility and hostility in the light of insight and insight Which is the basis for the continuation of life and the practical realization of the statement of the second step of the revolution. The realization of the components is the second step of the revolution.

The purpose of the current research was to analyze the components of the Jihadi teacher based on resistance-oriented critical education. The qualitative research method was carried out with a phenomenological approach. The study area included Jihadi elementary teachers in the rural areas of Saman city in the academic year of 1400-1401, who were selected through purposive sampling. The sample size was determined after reaching the theoretical saturation of 11 people. The data collection tool was a semi-structured interview. The content validity of the interview questions was confirmed by the professors. The method of data analysis was based on the hierarchy of themes (King 2004) using Maxqda version 18 software. The results showed that the Jihadi teacher component based on resistance-based critical education has indicators such as paying attention to the spiritual dimension (considering work sacred), the professional view of one's job, the characteristics of work ethics, and the personality characteristics of individuals. The causal conditions of the Jihadi teacher's components include attention to spirituality in the job, required working conditions, teacher's personal belief and mission, teacher's individual characteristics and background conditions of the Jihadi teacher's components, Education, conditions and individual characteristics of the teacher, delegating authority and facilities to the jihadi person. The intervening conditions of the components of the jihadist teacher include, the conditions of the teacher's job, , economic problems and lack of facilities, lack of recognition and motivation for jihadist activity, the existence of managers and officials. It is non-jihadi. The implementation message of the Jihadi teacher's components, the consequences outside the school, the consequences for the Jihadi person, the consequences inside the school, is a suitable model for students. And implementation strategies of Jihadi teacher components include cultivating Jihadi spirit in teachers, appreciation, and selection of Jihadi people in the education system.

The current research is designed to examine "the obligation of parents to educate teenagers with an emphasis on independence in decision-making from the perspective of educational jurisprudence". The obvious characteristic of adolescence is independence, and since the duty of raising a child is the responsibility of parents, the question arises, what is the extent of independence and the limits of parental intervention in adolescent decision-making? This research has been done by collecting information and examining educational and jurisprudential works related to adolescent education in an analytical-interpretive method and examining evidence such as verses, traditions, jurisprudential rules and reason. The most important findings of this research are: 1. Raising children is the responsibility of parents; However, there are two points of view in educational jurisprudence: a. Parents can discipline their children physically. b. Parents are not allowed to use corporal punishment in raising their children. 2. The jurisprudential rules of "dominion over property and self" and "reluctance" consider a person to be independent in making decisions, but he is bound to perform actions that do not conflict with human dignity from the point of view of reason. 3. Considering the limitation of reason in Shari'a issues and the duty of imitation, it can be concluded that reason does not have complete independence in Shari'a decision-making. 4. Parents can provide guidance and guidance to the teenager in making the right decision by raising him correctly and comprehensively. As a result, in cases where a teenager's decision-making leads to abandoning an obligation or doing a forbidden act or harm that is not proportionate to human dignity, parents can intervene in the decision-making process of the teenager.