صیاد خردمند

Formal and face-to-face education in situations that face sudden changes can create consequences for the education system according to various conditions. One of the sudden changes in recent years was the spread of the Corona virus and as a result the virtualization of formal education. Formal education requires serious requirements to be able to efficiently realize the socialization of students. In this research, the issue of socialization of students in virtual education was considered. In this regard, the grounded theory method was used. The city of Yasouj, the capital of Kohgiluyeh and Boyer Ahmad provinces, was chosen as the research field. In order to gain a rich understanding of the changes that have taken place, we conducted in-depth interviews with students. Sampling continued until the theoretical saturation stage was reached and finally an in-depth interview was conducted with 21 students. For data analysis, open, selective and central three-stage coding was used. From the analysis of interviews with students, 14 categories and 109 codes were obtained. "Insufficient socialization" was also chosen as the core category. The changing shape of the educational system, the evolved human relations and the problem of free time were the reasons for insufficient socialization. Two intervening conditions, called students' mental-psychological conditions and family interaction and education, and two contextual conditions of insufficient infrastructure and inequality were also extracted. In this situation, students engage in two acts of loitering and loitering. Problematization of the student's role, decline in the quality of education, spread of social harms and virtual opportunities as consequences of insufficient socialization were extracted from the interviews with students.

After the corona virus epidemic, face-to-face training suddenly gave way to virtual training. Due to the non-availability of facilities, infrastructure and public expectations, a kind of anomic situation arose in the educational system, which has been studied in this research. The present research was conducted using the qualitative method of grounded theory and in-depth interview among 16 teachers of the first secondary level of Yasouj city. Theoretical sampling was used to obtain the samples and continued until the theoretical saturation stage. The method of data analysis was coding based on Glaser and Strauss method. The findings showed that virtual education has become anomic. Because the previous educational order has disappeared and a new order has not replaced it. "Family interaction and education" and "incomplete evaluation" played a role as background and intervening factors in this situation. In anomic virtual education, the teachers' strategy was complacency and the students' strategy was evasion. The consequence of such a situation is the questioning of the teacher's authority, alienation from the educational environment, stereotyping and academic failure of students.

The nature and the concept of intellect and emotion and, more importantly, their status in religion and religiosity have always been considered by thinkers of religion and the epistemology of religion. As some have emphasized the role of emotion and some the role of intellect. Using qualitative-analysis and desk-research method, this paper studies the status of rationalism and emotionalism in Islam. The results show that Islam does not have a one-dimensional view on this issue, rather the religious texts of Islam, especially the Holy Quran, have paid special attention to intellect and emotion at the same time. Rationalism has been proposed mostly with an ontological approach in the field of world order, epistemology, proof of the existence of God, social relations, legislation, and basically the macro level of religiosity. Emotionalism also inspires love and affection for the Creator of the universe and fellow human beings and it is often discussed in the personal sphere and personal relations of man with the Creator of the universe.