method

The value of each method and its efficiency, determines the actual implementation and applicability. The aim of this study was to evaluate the applicability of the "conceptual modeling method of Islamic texts". For this purpose, all the steps of this method were performed on a full model sample. To conduct this research, which is qualitative in nature, the techniques of each stage of the conceptual modeling method of Islamic texts (Nouralizadeh, 2018) was used. Using qualitative data analysis software (ATLAS.ti) on the accuracy of analysis and modeling, as well as Delphi method is added to the valid results.Using this method, which has a systematic process consisting of four stages, in the first stage, five structures were conceptualized from Islamic texts, and then the communication networks between them were developed as possible models. In the second stage, it was formulated. In the third stage, the model was validated and finally in the fourth stage, it was explained and interpreted. Successful implementation of this method at the highest level of full modeling showed its applicability and efficiency. Accurate reporting of all steps and validation of the results based on the validity criteria of correct understanding of Islamic texts and validity measures of the model structure as well as qualitative validation methods, showed the trustworthiness as well as the validity and credibility of the research. As a result, this method can be used in complex research of conceptual modeling of Islamic texts and add to the effectiveness of Islamic psychology research.

The purpose of this research is to explain encouragement and punishment in moral education from the perspective of the Qur'an and hadiths.

In order to answer the research questions, descriptive and analytical and hermeneutic methods were used to collect the research data, and then the information was analyzed using the qualitative content analysis method.

The data of this study showed that the view of the Qur'an and the speech of the Imams of Athar on encouragement and punishment is a comprehensive and hindering view, and by using them, it is possible to provide the grounds for nearness to God and achieving a virtuous life, which is the ultimate goal of Islamic education.

The components of encouragement and punishment in moral education are: teacher, human knowledge and encouragement and punishment, human agency and responsibility, nature. The types of punishment in verses and hadiths are: non-corporal punishment, physical punishment; The types of encouragement in verses and hadiths are: non-verbal encouragement, verbal encouragement.

There are various traditional Islamic narratives in relation to treating children. The common understanding of these narratives allows for the corporal punishment of children in the family, although some narratives forbid parents from such behavior. With reference to traditional Islamic texts, the word “hitting” (Arabic: dharb) is the main and most frequently used word implying the permissibility of corporal punishment. An investigation of the use of the term “dharb” (Arabic: ÖÑÈ) in the Quran, traditional Islamic narratives and the Arabic language reveals different instances of a general sense of “occurence” which can denote “doing or carrying out”. On this basis, a wide range of usages for this word in absolute terms (without preposition) is conceivable with the meanings of protecting, financially supporting, guiding and nurturing children. It seems that limiting the meaning of dharb to corporal punishment in all traditional Islamic narratives without considering the other meanings has led to incorrect interpretations of such narratives.

Providing a synthesis of psychological and educational theories is an inevitable necessity. However, there is always a risk in doing so. This risk is consists of combination of incoherent and contradictory parts of theoeirs due to the underlying and implicit layers or basic assumptions of the theories. Combination of theoretical and practical findings of theories that have different basic assumptions leads to incoherent and finally shaky structures and this is what referred to as eclectic combination. In this article, I have tried to clarify the basic differences between eclectic and integrated combination and to articulate the phases needed for providing an integrated combination. Because of the analytic nature of the discussion, the method used in this article is analytic. In this article, three types of eclectic combination are distinguished under the rubrics of methodical, explanatory, and foundational. In contrast to eclectic combination, there is the coherent combination. This article suggests three phases for providing a coherent combination: setting a metalanguage for theories concerned, deciding which theroies can be combined, modification of the chosen theoreies, and reexamining the new synthesis.