نشریه پژوهش در آموزش معارف و تربیت اسلامی
سال پنجم شماره 1 (بهار 1403)

The purpose of the present research is to review requirements and impediments to accepting teachers’ invitation by students, presenting some strategies to obtain those requirements and avoid impediments in this regard. The research method is qualitative analysis and the results indicate that in the ideas of Shahid Motahhari, requirements for accepting teachers’ invitation involve innocence, being alive with instinctive life, and teachers’ responsibility. On the other hand, the obstacles which lead to rejecting their invitation include heart’s wickedness, heart’s impurity, heart’s sealing, losing insight, heart’s ear becoming deaf, deviation of soul’s book, following ancestors’ habits and so on. Moreover, some strategies used by students to acquire requirements and avoid impediments include: balanced acquisition of faith and prayer, and equilibrium between affection and hatred. Familiarity with these conditions and obstacles in the process of education and finding solutions for them can immensely assist teachers and students in appropriate and comprehensive training. As a result, the research results can be used in teachers’ training courses so that they take important measures in this regard with full awareness of conditions and obstacles in the education process.

One of the efficient and new educational methods is the explorative education method. The Noble Qur’an has paid attention to this method in its way of expression and has taught the concepts and contents to the learners or students by using words in various frameworks and types of explorative education. One of these methods is storytelling and, in this regard, the purpose of the present research is to review educational methods of teaching the concepts in Surah al-Fil by the exploratory method of storytelling. In Surah al-Fil, the important and historical account of the attack of Abraheh to Mecca has been narrated through a short story in which two hapax legomena of “Ashāb al-Fil” and ‘Abābil” have been used. This usage raises a question a question for students that why God has used these terms for the first time. Searching and attempt to explore the reason of this application leads students to the important necessity of adopting a smart strategy in facing with problems. It is a significant achievement that perhaps has not been dealt with in the previous exegeses; however, the explorative education method by raising purposive questions, can help the students to reach that.

The purpose of the present research is the descriptive study of the books of the Qur’an education and Hedyehāye Āsemāni in the 1st to the 6th grade of elementary school with respect to their consideration to teaching religious lessons. The research method was the analysis of quantitative-descriptive content and the statistical population consisted of all books taught for the Qur’an Education and Hedyehāye Āsemāni in the elementary school in 2022-2023. In this regard, 21 books, 289 lessons, 1869 pages, and 979 pictures were analyzed by survey method. The field unit in this analysis was page and the registration units were pictures and content. The coding procedure was conducted by comparative method based on components of religious lessons (belief, moral-value, ritual-practical/prayer, emotional0. The results showed that from among 5169 observed frequencies, the component of belief with 1720 content and 130 pictures (1850 cases, 35/79%) had the highest frequency. Then, with a trivial difference, there were ritual-practical/prayer lessons with 1406 content and 394 pictures (1800 cases, 28/69%) and then emotional lessons with 34 content and 2 pictures (36 cases, 0/69%). As a result, belief and ritual-practical instruction had the highest frequency and emotional instruction had the lowest frequency and the education was mostly content-centered. Therefore, it is suggested that based on the needs of students at this stage, the experts pay more consideration to the emotional instruction and more usage of pictorial potentials in books of the Qur’an Education and Heyehāye Āsemāni.

The purpose of the present research is to analyze artistic and aesthetic function of the images in the books of Hedyehāye Āsemāni (from the 2nd to the 6th stage of elementary school). In this regard, a descriptive-analytical method was used to present accurate analyses of the relationship between artistic images in the elementary level books and Islamic cultural perspectives. In other words, the research question is whether the images in the books of Hedyehāye Āsemāni could present religious content in an aesthetic and artistic framework for the students so that it is truly effective on their soul and perception. In order to answer this question, the artistic essence of images as well as aesthetic function of various pictures to present religious content of the school curriculum were analyzed in terms of virtual or mental images, linguistic images (objective or actual or visual), textual images, comparative images, diagnostic images, innovative and new images, relevant images to poetic texts, and the melody of words. The results indicated that lively and rhythmic pictures in Islamic contexts is evidence that the authors and compilers of Islamic curriculum have created the texts by inspiring art and purposefulness so that they have the potential for humans’ guidance and enlightenment throughout all ages and places. Within these books, individual pictures are aligned with contextual ones so that verbal, imagery, and intellectual systems of relations are evident in the artistic images vividly and clearly. The function of these artistic pictures is to explain, specify, emphasize, and convey meaning and thoughts completely related to specific and general contexts so their representation can be observed through the integrative relations. In conclusion, it should be said that the Islamic curriculum and their artistic images are great examples of rhythmic, structural, literary, linguistic, and imagery aesthetics.

The purpose of the present research is to study the effect of religious beliefs on female students’ resilience in the 1st grade of high school in district 1 of Shiraz. The research method was descriptive correlation. The statistical population of the research consisted of all 9200 female students in the 1st grade of high school in the district 1 of Shiraz in 2022-2023 among whom 360 students were chosen by random cluster sampling. Data collection instruments in this research were Glock & Stark Religious Beliefs Scale (2003) and Samuels Resilience Scale (2004). Their validity and reliability were calculated and confirmed by object analysis and Cronbach’s alpha respectively. For data analysis, descriptive statistics (average and standard deviation) and inferential statistics (Pearson correlation coefficient and regression analysis) were used. The results indicated that there is a significantly positive relation between religious beliefs and resilience. Moreover, religious beliefs are considered as a significant predictor for students’ resilience as their religiosity predicted 36% of their resilience variation. Besides, theological, emotional, consequential, and ritual aspects determine 36.5% of their resilience variation. The beta level of theological, emotional, consequential, and ritual aspects is significant and can positively predict the students’ resilience. Therefore, it can be concluded that religion and religious instruction have a noticeable role in increasing the students’ resilience and creating calmness and security for them. In this regard, enforcement of religious attractions by holding educational, religious, and cultural programs to improve students’ religious attitude is suggested.

Religious sentiments have a determining role in the formation of students’ religious belief and upbringing. The educational system makes use of school curriculum to substantiate religious upbringing. In this regard, the purpose of the present research is to study components of religious sentiment within the books of Payāmhye Āsemāni in the 1st grade of high school. The research method is quantitative content analysis and the statistical population consisted of 3 volumes of Payāmhāye Āsemāni taught in 2022-2023. In order to choose the research sample, the survey method was used; therefore, the sample size was selected based on the statistical population. Data collection was conducted by research document and researcher made note of content analysis. To assess the validity of the research instruments, the ideas of experts in educational science were taken into account and the validity index was calculated to be 0.83 by Holsti formula. The results showed that two components of “affection to God” and “aversion to the enemies of God’s saints” have been considered by the authors more than other elements while consideration for some other components such as “affection to the saints and divine Imām” and “affection to the believers” has been less than expectation. Presentation of the content has been mostly through words and textual propositions while pictures were used less. The highest attention to religious sentiment was observed in the books of the 8th grade. According to the research results, it was determined that within the books of Payāmhāye Āsemāni, positive emotions have been considered by the authors more than the negative ones. Moreover, unbalanced distribution of components and lack of vertical relation in the arrangement of content were among some other results of the research.