هویت

The issue of mutual influences between minorities and host societies from an identity perspective has become one of today's social challenges, especially in immigrant-receiving countries. The general policy of these countries is based on "culturally assimilating" minorities, which ultimately leads to the dissolution of their distinct identity aspects into the dominant identity of the societies in question. This research examines the Quranic strategies for identity formation and social living of Muslim minorities residing in non-Muslim societies. The study employs the thematic interpretation (Istinṭāq) research design of Martyr Sayyed Muḥammad Bāqir al-Ṣadr, which aims to uncover aspects of the Quranic thought system that, while not directly indicated by individual words or phrases in the text, are inherent in its foundation, essence, and overall content. The extraction of relevant Quranic data, obtaining answers from the Quran, and deriving implications from these answers are considered essential components in the istinṭāq of the Quran. To ensure a systematic implementation of the research process, the thematic framework analysis method was utilized. The Quranic text was consulted as the primary research source, relevant verses were extracted, and the resulting data was organized into a set of themes to support the derivation of Quranic theory. The present study identified a process comprising 9 steps across 2 stages. In the first stage, these steps build a distinct social identity among Muslims by increasing their self-confidence. In the second stage, the resulting social identity is guided towards interaction, expansion, and inclusivity.

Teacher's identity is a complex conceptual combination that has a wide research literature. In this article, according to Charles Taylor's point of view, his conceptualizations in the two ontological and historical dimensions of identity were considered, and by adopting the two bases of "strong evaluation" and "recognition", a dialectic between these two concepts was drawn. On one side of this dialectic are the basic values ​​of the teacher and on the other side "significant others" that contain policies, training and other external frameworks that affect the teacher's identity. This duality forms a synthesis within the teacher that defines the teacher's identity. It was analyzed that it is not possible to obtain a final and standard synthesis of this dialectic once and for all, and the optimal limit will be different according to individuals and societies. Among the implications obtained in the strong evaluation dimension "verifying the existence of moral and mental virtues necessary for teaching candidates" and "verifying the value of the teaching profession for teaching candidates" and in the dimension of recognition can be referred to the implications such as "recognition of teacher’s agency" and "recognition of intellectual and cultural pluralism of teachers" "recognizing teachers as a professional person ".

Introduction and goal: 

The purpose of this study was to investigate the relationships between organizational citizenship behavior, organizational indifference, organizational identity and organizational justice from the perspective of secondary school principals in Noorabad Mamsani city.

The current research is applied in terms of purpose, and in terms of data collection method, it is a descriptive-correlation type. the statistical population of this research is all secondary school principals in the city. Due to the low size of the population, the entire population was selected as the sample size.. In order to collect data, 4 standard questionnaires, Organizational Citizenship Behavior Questionnaire of Organ and Kanoski (2007), Organizational Indifference Questionnaire of Danai Fard et al was used. The content validity of the questionnaire was confirmed by experts and the reliability of the questionnaires was confirmed using Cronbach's alpha coefficient. Pearson's correlation coefficient test and structural equations were used to test the research hypotheses.

The results of Pearson's correlation test in this study showed that organizational citizenship behavior has a significant relationship with organizational justice with a correlation coefficient of 0.705 and a significance level of 0.02. Organizational indifference has no significant relationship with organizational justice with a correlation coefficient of 0.115 and a significance level of 0.07. Organizational identity has a significant relationship with organizational justice with a correlation coefficient of 0.517 and a significance level of 0.01. And finally, by using the structural equation approach, it was determined that the presented model has an acceptable fit both in the structural part and in the measurement part.

Discution: 

organizational citizenship behavior and organizational identity have significant relationships with organizational justice, while organizational indifference does not.

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

The purpose of this study is to identify and explain the components of the identity of the desired human being from the perspective of Nahj al-Balaghah. Nahj al-Balaghah is considered as one of the rich sources of Islamic education. This research is based on a qualitative paradigm based on data theory and inductive coding of data. The analyzed sample was the entire text of letters, sermons and wisdoms of Nahj al-Balaghah translated by Mohammad Dashti that the data were collected in a purposeful manner and in accordance with the rule of theoretical saturation. In order to validate the research, the audit path method has been used. Also, the results of the analysis were summarized and the necessary corrections were made after applying the opinions of five experts in the field of Islamic identity. In order to validate the findings and results of the article, the scorers' agreement coefficient was determined for the allocated analysis units. Findings of the research indicate that 22 central codes include judgment, thinking about affairs, gaining knowledge of affairs, meditating on history, central experience, educability, principled and accurate execution of affairs, action thoughtful, steadfast in affairs, reliance on God, certainty, moderation in affairs, maintaining balance, cultivating inner spirits, self-control, sincerity in intentions and actions, humility, theism, self-esteem, self-esteem, attention to worldly affairs and feelings commitment and responsibility and 9 selection codes including knowledge acquisition, pragmatism, internal consolidation, balancing, self-construction, God-centeredness, selfishness, worldliness, and commitment were identified as components of identity from the perspective of Nahj al-Balaghah.

The adverse effects of human materialism in the modern era and the neglect of the soul by man in the era of modernity have emerged in human societies. On the one hand, due to living in a structure that does not conform to human nature and neglecting the essence of existence, the materialistic man has suffered psychological disintegration, and in the postmodern era, some western thinkers also want to recognize their identity and seek respect from the government and society. Such a request from the thinkers of a society will have an effect on cultural, political and social thought and relations. This issue has attracted the attention of western thinkers including Fukuyama. He considers the desire for dignity to be the effective driver of many events and tries to provide solutions to ensure the dignity of people in societies. The main goal of the research is to criticize Fukuyama's thought about identity and dignity, based on the foundations of Islamic education.

In this article, with the comparative-typology method, Fukuyama's opinions are first presented and then it is examined with the basics of Islamic education.

The result is that, from Fukuyama's perspective, human identity and dignity are so important that they are quite effective even in the process of major transformations of societies and neglecting them leads to undesirable social effects. His proposal to restore human identity and dignity is to expand democratic institutions and Adherence to the principles of liberalism. From the point of view of Islamic teachings, the identity and dignity of man has a high place, but the way to achieve it is through the revelation teachings and Islamic educational foundations, such as: theology, belief in God, anthropology, paying attention to the spiritual dimension. Human existence is the use of reason and useful knowledge in the direction of identity improvement.

A person who has developed in the educational school of Islam is a noble person with an integrated identity who can play an effective role in the improvement of his society.

One significant aspect of cultural transformations following the Revolution was the reform of educational structures, particularly within colleges. Educational institutions play a crucial role in shaping, maintaining, and strengthening identity. The Supreme Leader of the Islamic Revolution of Iran has consistently emphasized upholding the values and principles of the Islamic Revolution and preserving a revolutionary identity. The aim of this research is to identify the dimensions and indicators of revolutionary identity as reflected in the collection of statements made by the Supreme Leader.

This research is a descriptive-analytical type, and its method is thematic analysis.

The keyword "revolutionary identity" was searched within the database of Ayatollah Ali Khamenei's statements covering the period from 1368 to 1402. This search resulted in the identification of 60 relevant documents. Following a thorough review of these documents and the selection of related concepts, foundational themes were extracted. Ultimately, seven main themes were identified: personality, value-belief foundations, leadership, historical symbols, responsible classes and organizations, revolutionary approaches, and strategies. These main themes were further divided into 35 sub-themes.

In Supreme Leader's opinion, the most central, profound and main identity component of the Islamic revolution is Islam, which has formated ideology of the revolution, creating and deepening the revolutionary motivations, charting the path and quality of the struggles, and determining the strategic frameworks of the system emerging from the revolution.

The vast studies on social identity (SI) have made it necessary to conduct a systematic review such studies. An evaluation of these studies in terms of their approaches, methodologies, results and the way they measure SI can provide a more comprehensive picture of such studies. Hence, the objectives of this study are twofold. It aims to provide an applied and comprehensive way of SI investigation by reviewing and classifying the past studies and to see on what bases SI was defined and investigated in past studies. This study follow a qualitative meta-analytic approach based on Sandelowski and Barroso’s seven-step strategy. After a general analysis and comparison of the pertinent studies on the basis of their qualities, methodologies and results, a general analysis about all of them are provided. While achieving the three parameters of «reductionist attitude of SI to collective identity, replacement with national and SI parameters», this study revealed that no organized and integrated investigations have addressed SI based on a comprehensive and applied scientific approach so far.Therefore, some kind of theoretical and methodological dispersions and multiplicities are seen in such studies. There is no conceptual consensus among the studies conducted on SI and they mostly suffer from some type of scholastic reductionism and conceptual complexity in their definitions and assessments due to lack of a general and cohesive analytic, theoretical, and methodological bases. To compensate for the present shortcomings and provide an inclusive theory, conducting meta-scholastic studies on the process of SI construction is suggested.

Several factors, including lifestyle, can contribute to sexual boredom. This applied study, which is a survey descriptive research conducted with the causal-comparative method, seeks to compare Islamic lifestyle in individuals with and without sexual boredom. The statistical population consists of all the individuals inhabiting the city of Shiraz, Iran, fifty of whom were selected through availability sampling (25 individuals suffering from the disorder and 25 normal individuals), and responded to the Kaviani Islamic Lifestyle Questionnaire. Data analysis on descriptive and inferential levels (Independent Samples t Test) was conducted using SPSS Version 26. The research findings indicate that Islamic lifestyle average in individuals with sexual boredom is lower than normal individuals. The total lifestyle score and the scores of all of its components, except for the moral component, is significantly different between individuals with and without the disorder. Therefore, Islamic lifestyle can be regarded as having a negative impact on sexual boredom.

This study aims to investigate relationship between attachment styles and identity with social acceptance in teenager students. Therefore 122 teenagers of Khoramdare city selected by randomized cluster sampling method. Participant answered to questionnaires of RAAS, personal identity, and social acceptance. Collected data analyzed by Pearson correlation test and step wise regression. Results showed there is positive and significant relationship between social acceptance and safe attachment styles and there is negative and significant relationship between social acceptance with anxiety and avoidance attachment styles (p < 0.01). There is positive and significant relationship between social acceptance and personal identity (p < 0.01). Results of stepwise regression showed that anxiety attachment styles and identity can determine 51% variance of social attachment. Therefore it can be conclude that attachment styles and personal identity are related and predictor variables ofsocial acceptance.Therefore it can be conclude that attachment styles and personal identity are related and predictor variables ofsocial acceptance.

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.

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.

Introduction and goal: 

Delinquency during adolescence is one of the abnormal behavior patterns that seriously harms the normal life of the adolescent and the people around him. This research was conducted with the aim of comparing identity styles and attachment styles in delinquent and non-delinquent teenagers in Qom city.

The research was descriptive-sectional and causal-comparative (post-event). All the delinquent teenagers living in the correctional center as well as the normal teenagers of Qom city in 2023 formed the statistical population of the research, among them, 60 people (30 delinquent teenagers and 30 normal teenagers) were selected by the available sampling method, and in addition to questionnaire of identity styles (Brzezunski et al., 2013) and the attachment style questionnaire (Collins and Reed, 1990). The data were analyzed in two levels of descriptive statistics, analysis of variance and LSD post hoc test with SPSS version 26.

The results showed that between the scores of informational identity, normative identity, confused/avoidant identity and committed identity in two groups of teenagers from statistically, there is a significant difference. Also, the mean scores of the two groups in secure, avoidant and ambivalent/anxious attachment were statistically significantly different. The results of the LSD follow-up test indicated that delinquent teenagers had a low level of committed and informational identity and secure attachment compared to normal teenagers and that delinquent teenagers used insecure attachment and difficulty in identification (avoidant and normative).

The results of the research emphasize the need for the increasing attention of experts and officials in the field of mental-social health to the role of identity and attachment style in preventing mental-decisional vulnerabilities in adolescence.

The purpose of the present research was to investigate the development of the professional identity of student teachers during their studies at Farhangian University. The data reported in this article is part of a wider project that was carried out at Farhangian University of Kerman (Shahid Bahonar and Khajeh Nasir Campus). The statistical population of the research consisted of all student teachers who had completed at least two semesters of internship at the university. The data collection tool was the narration of 20 students in answering the questions. The sample was selected in a purposeful way according to the purpose of the research. Narrative analysis method was used to analyze the data. In order to ensure the validity of the findings, the methods of triangulation (using direct quotations from the narratives along with the stated themes and using the findings of scientific research) and group judgement (confirmation of the research findings by several experts in the field of education and its revision by several professors of educational sciences of the university) were used. Also, to ensure the reliability of the findings, more detailed notes of student teachers' narrations were tried. The results of student teachers' reports were presented in four formats: 1) Feeling like a student but thinking like a teacher. 2) Confronting current and past experiences: internal tensions and dilemmas. 3) Increasing awareness of the complexity of the classroom context. 4) Teaching profession: aspirations and concerns of future teachers. The results of this research can be used in the planning of teacher training courses in Farhangian University.

The present study was conducted with the aim of investigating the impact of identity components on students' attitudes towards the culture of sacrifice and martyrdom, and researchers have tried to answer the question that what components of identity have an effect on students' attitudes towards the culture of sacrifice and martyrdom?

The present study is a quantitative study and is based on a survey approach. The statistical population of this study includes students of the University of Grand Ayatollah Boroujerdi (e) which was selected through random sampling. The sample size was estimated to be 271 people using Sample Power software and the data related to this research were analyzed using SPSS 26 software and its structural equation modeling was performed using Amos Graphic 24 software Has been.

The results of examining the research hypotheses using Pearson correlation show that the highest correlation between identity components with students' attitudes toward the culture of self-sacrifice and martyrdom is related to individual identity with a correlation of 0.831, cultural identity, respectively. 0.821, political identity is 0.788 and geographical identity is 0.732 with a significance level of 0.000 and the results of the findings indicate the influence of five different components of identity on students' attitude towards the culture of sacrifice and martyrdom. Also, modeling the structural equations of this study according to the model fit criteria, shows a good fit of the model and the support of experimental data from the theoretical model of the research.

The main purpose of this study was to develop a curriculum model to foster students autobiographical identity.A explorative qualitative research method was used .The research field included British Columbia and Bu-Ali Sina University.Using criterion-based sampling method,participants were15 specialists of mentioned university.The data collection tool was semi-structured interview.For data analysis were used coding and theme analysis.Based on the results of data analysis,five organizing themes including lived experience,self-definition,imagination,self-regulation, self-architecture and 25 basic themes extracted. The four Lincoln and Guba indices were used to validate the qualitative data and the CVR was used to determine the validity of the model and its value was calculated to be 0.75. The results showed that the philosophical foundations of the autobiographical curriculum were phenomenological, pragmatic and existential. Autobiographical Curriculum support theories were humanistic theories and individual perspectives. The results also showed that in formulating the goals of the autobiographical curriculum, goals such as self-awareness, self-architecture, self-regulation and self-extraction should be emphasized. The autobiographical curriculum content should be based on students first hand experiences and real life problems. The teaching method should be Based on individual family-based and self-awareness teaching methods and finally for evaluation should be used, self-evaluation,self reporting and comprehensive analysis of student self-writings

The purpose of the present research is to identify theological-moral harms resulting from digital lifestyle. It is a qualitative study conducted by semi-structured interviews with a sample consisting of 10 university and seminary professors, counselors and judges in a family court, as well as 20 members of families suffering from digital lifestyle who had referred to a family court. The results showed that access to immoral information, not pursuing theological and moral issues related to children, lack of communication between parents and children, doubt in religious beliefs, and uncertainty in following religious rules lead to some harms such as identity crisis, decline of religious beliefs, social isolation, and weakness of religious, moral, and national values. Comparison between interview results with experts and families revealed that some new aspects of theological and moral harms as a result of digital life style are being created in families and their children which can be summarized as follows: theological-moral consequences from the view of experts: spreading fake and unreal content, teaching unethical concepts and giving inappropriate information, lack of attention to moral issues, new life style, changing the belief and mentality of teenagers, lack of a comprehensive cultural plans; moral and social harms from the view of families: identity crisis, decline of religious beliefs and norms, addiction to cyber space, and social isolation.

The present research aimed to examine the semantic system of PHD students of Shiraz University and their perception of belonging to Shiraz University using a qualitative approach. The participants were 15 PhD students of Shiraz University in the academic year of 2021-2022. In-depth and semi-structured interviews were used to collect data. The interviews continued until theoretical saturation was reached. The collected data were analyzed using thematic analysis method. The process of coding and data analysis led to the identification of the following three main concepts: the university as a context for rethinking stereotypes, the university and its impact on the emotional and cognitive dimensions of students, and Shiraz University, the prominence of the dimension of belonging and spatial identity. Each of these themes consisted of several sub-concepts. The main theme of the study was university as an identity and cognitive determinant. Based on the findings, it can be concluded that the university plays an essential and undeniable role in the formation of students' identity, cognition and student’s belonging. The above mentioned three concepts indicate that the university can foster identity and cognitive changes will encourage students to rethink their academic, cultural, and social stereotypes and challenge their previous beliefs and thoughts, of which many, if left untouched, can have negative consequences for the society, in general, and the university, in particular.

We examine the relationship between human and technology in electronic education and answer the question ‘what changes does electronic education as information technology bring about in education and its actors?’ We also address whether e-learning technology diminishes the role of the human actor and turns it into a facilitator, and what are the effects of technology in virtual education on the teacher, students and public perception of education.

Using the conceptual framework of actor-network theory and specifically the concepts of mediations as an analytical tool in understanding the relationship between humans and technology, we present an analysis and interpretation of electronic education and the agency of its actors.

Technology of e-learning (1) changes the aims of the involved actors (translation); (2) changes the action of learning (composition), (3) aggregates times and places in one place and acts as one actor (black-boxing), and (4) we delegate things to it while it changes them at the same time (delegation).

Information technology in electronic education is not just a tool in the hands of the teacher, but it has changed the involved actors, including teacher, in many ways. An analysis of this kind of education in the form of ANT’s four mediations provides a clearer understanding of these changes. Technology-mediated education should be recognized as a new kind of education that needs new norms and policies.