نشریه تربیت اسلامی
پیاپی 47 (بهار 1403)

Teachers and educators often concern about how they can benefit from their theoretical knowledge (which is usually general and situation-independent) in practical and real situations and have a sound decision about what to do specifically? In modern educational thought, some thinkers have introduced a mediating field of knowledge or proposed practical guidelines to overcome this gap, some educators have emphasized some personal traits of the teacher, while some other have less attention to this challenge. This research tries to formulate the necessary competencies which a teacher needs to move from theory to practice by analyzing the views of Muslim philosophers on some philosophical issues such as the classification and stratification of knowledge/science, human praxis and its preliminaries, practical intellect and practical characters. According to the findings, beside to some categories of general knowledge, competencies such as practical experience, tarawwi (i.e. the ability to ponder upon a particular practical situation), moral and professional characters and taqwaa (piety) are also needed in this regard. What fills the gap between educational theory (which is always conceptual and general) and educational practice (i.e. to recognize what to do in a specific situation) is a personality who has these competencies.

The purpose of the current research is to design an art education model based on Islamic Upbringing in elementary school. To achieve this goal, amixed approach and Q-method have been used. A semi-structured interview was conducted with 15 experienced elementary school teachers in Fars province to collect information using the purposeful sampling method. The criterion for selecting the number of samples was datasaturation. In the secondpart, the help of 27 experienced teacher was taken on order to score the Q option that were derived from the qualitative results. The collected data were analyzed and clustered with the Q factor analysis method and introduced art education based on Islamic Upbringing with 5 factors, wich include 20 educational activities, 11 teaching methods, 27 goals of teaching art based on Islamic Upbringing, 18 cases of educational deficiency and 12 solutions to improve the quality of art education based on Islamic education; the results of the research showed that in the elementary school, IslamicUpbringing with the integration of art was not given much attention and suffered from many weaknesses and deficiencies. By representing and highliting the existing reality, this model will be able to strengthen the Islamic- Iranian identity in students and provide a comprehensive perspectiveon what should be achieved through art in the field of Islamic Upbringing.

The current research was carried out with the aim of identifying and analyzing the key success factors in teaching with divine orientation and Islamic culture in the country's universities. This research is applied in terms of purpose and survey in terms of data collection method. The statistical population of the research is the experts, 25 of whom were selected as sample members by purposeful sampling until the theoretical saturation of the data. The data collection tool in the qualitative part of the research is an interview and in the quantitative part is a questionnaire. To analyze the data in the qualitative part, the content analysis approach and the coding method were used using Atlas-ti software, and in the quantitative part, the fuzzy cognitive mapping method was used. The findings of the research include identifying and analyzing the key success factors in teaching with divine orientation and Islamic culture in the country's universities. The results of the research showed that the policy-making of the educational assistant of the ministers is based on teaching with divine orientation and Islamic culture, producing up-to-date and attractive Islamic content related to each field, and providing points and basis to professors in order to write books and cultural articles with the approach of divine orientation and Islamic culture is one of the most important key factors of success in teaching with divine orientation and Islamic culture in the country's universities.

The present study aims to investigate the level of attention paid to the components of national and religious identity in Persian books of the elementary school. For this purpose, quantitative content analysis method has been used. The statistical population of the research included the content of all the Persian reading books of the primary course in the academic year 2023-2024 from the first to the sixth grade, and the entire population was examined. The tool of the research is the content analysis list of national and religious identity components, which was prepared by Sanei Mehr and Razmazma before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 81.30%. Data analysis was done with descriptive statistics and Shannon's entropy method. The results of this research show that the components of national identity have been seen more than religious identity; Among the sub-components of national identity, social identity and cultural identity have received the most attention and political identity has received the least attention. Among the sub-components of religious identity, the greatest amount of attention is paid to religious values and norms and the least amount of attention is given to the way of life based on religion. Also, the most use of the national identity component in the text of Persian books and the least amount of use in questions; And the religious identity component has been used the most in the text and the least in the images. . The results show that the national identity has been given more attention and the religious identity of the students has been neglected in the textbooks.

Religious education, as an internal lever, has a sensitive and key role in the individual and social happiness of human beings, which must be based on a correct and scientific method. Failure to pay attention to the correct teachings and indicators of religious education in the education system of the country, it leads to harms such as the personalization of the category of religion, the denial of its basic role in life, the reduction of the role of religion in the education system and its equalization with other aspects of education. The purpose of the current research is to explain the nature and characteristics of religious education curriculum elements based on the teachings of Surah Yusuf. The research was conducted with a qualitative approach and using the qualitative content analysis method. According to the main purpose of the research, Tafsir Tasnim of Ayatollah Javadi Amoli and the book of Yusuf Quran were studied as the research community. Based on the results of the research, a number of 148 components were extracted in the form of ten elements of Akar, which are: curriculum logic , curriculum goals, content teaching-learning methods. role facilitator , learning materials and resources , time, space, grouping , evaluation. Also, the findings indicate that Surah Yusuf, peace be upon him, contains comprehensive indicators of religious education curriculum elements, which lack of attention to the mentioned indicators, causes one-sidedness and failure to achieve the ultimate goal of religious education, i.e. a virtuous life. Based on the extracted features, it is possible to provide the basis for the evolution of the religious education curriculum and increase the attractiveness and efficiency of the curriculum and the level of audience satisfaction.

Metaphor is an effective tool in understanding abstract concepts. The present study examines the use of metaphor in the second and third elementary school books of heavenly gifts and its role in understanding intangible concepts. In this regard, information about "domains of origin and destination","generalization of multiple meanings" and"partial mapping" were collected in two separate tables and analyzed. According to the findings of the research,the authors in the second grade have used 38metaphors to understand abstract concepts,16 lessons and in the third grade 46 metaphors to understand the concepts of 16lessons. Therefore, in each of the foundations, four out of 20lessons are completely devoid of metaphor. This, along with lessons where metaphor is not used, shows that the scattering of metaphors does not follow a regular diagram for use in all lessons; therefore, in a significant number of lessons, this tool has not been used properly. Considering the diversity of the origin domains used, it shows that the authors used 24 types of source domains to understand 23 species of destination in second grade of primary school and 36types of origin for objectifying 35 species of destination in third grade of primary school. As a result, with the advancement of students to higher level and their cognitive development, frequency and variety of metaphor usage in the book of heavenly gifts has increased. It is better to take a balanced look at the frequency and variety of metaphor usage in all courses by authors to facilitate the learning of intangible concepts.