political education

Higher education as the highest educational level of the society is of considerable importance; Because it plays an essential role in the growth and development of society in various technological, scientific, cultural, economic, social and political dimensions. In this regard, paying attention to the social and political needs of students is one of the most important steps of higher education to achieve its educational goals. Because students are an important part of citizens in the field of political and social activities, and the educational system plays an essential role in socio-political developments. Islamic Azad University, as a large university in the country, which is responsible for educating a large number of students in the country, has many programs in the field of political education of students, therefore, in this research, we decided to identify the current state of political education among the students of Islamic Azad University.

Research questions: 

What is the current status of the political education curriculum in Islamic Azad University?

The results of the research show twenty-four core concepts and nine selected categories, which in the form of a paradigm model include educational disruption in the political education program as a core category and causal conditions (skill weakness, attitude weakness, environmental challenges), contextual factors (university management factors and environmentalcontextual factors), facilitating intervention conditions (professional training and development of professors, accessibility, support and foundation of the university), limiting intervention conditions (organizational, environmental challenges, political interference and individual and executive obstacles), strategies (renew the approach to curriculum planning, designing a strategic plan in the field of FAVA application, use of incentive policies and assigning responsibility) and consequences (failure to achieve the intended curriculum goals and improper acquisition of the political education curriculum) were organized.

The results of the research show twenty-one core concepts and eight selected categories, which in the form of a paradigm model include the neglect of vitality in school curricula as a core category and causal conditions (weakness of school management, Weakness in educational culture of schools,weakness in social relations of students), contextual factors (social-cultural factors, organizational factors and educational factors), facilitating intervention conditions (personal and individual factors, content attractiveness of textbooks, Paying attention to individual differences and qualitative evaluation), restrictive intervening conditions (individual challenges, cultural challenges and school challenges), strategies (students' interactions and communication, making the classroom atmosphere intimate by teachers, paying attention to active teaching methods, dynamism of the atmosphere physical) and the result (increasing depression and academic frustration) was organized.

According to the results, the participation of all interested groups should be considered in the design and development of the political education curriculum. Pay attention to the combined approach in the curriculum planning of political education instead of the separate approach; The implementation approaches of the political education curriculum should be modified and turned to the approaches that students practice in the field of political education. Attention should be paid to the training and retraining of political education curriculum implementers and influential factors (teachers) and more attention should be paid to extraordinary programs in the field of political education for
students.

The purpose of this study is to present a model of political education from the perspective of both Muslim and non-Muslim thinkers, emphasizing the philosophical views of Martyr Morteza Motahari and John Dewey concerning political education. The research method is qualitative, employing deductive content analysis. Using a descriptive-interpretive approach, the study analyzes the philosophical foundations of political education. The statistical population of this research includes the content analysis of all books and resources written on the topic of political education. The sampling method is purposive sampling. To examine validity, the criterion of credibility was used, and for reliability, the criterion of dependability was employed. The results of open or initial coding of the political education ideas of Muslim philosophers indicate that 38 initial concepts were extracted through open coding. After determining the open codes and axial categories, selective coding was performed. The findings revealed that the ideas of Islamic philosophers regarding political education are based on epistemological political education, participatory orientation, Sharia-oriented education, justice-centeredness, and unity-centeredness. Furthermore, the results of open or initial coding of the political education ideas of non-Muslim philosophers show that 43 initial concepts were obtained through open coding. After identifying the open codes and axial categories, selective coding was conducted, demonstrating that the political education thoughts of non-Muslim philosophers are based on awareness-raising, voluntarism, and social orientation. Overall, referencing these results can serve as a significant and effective step in explaining a model of political education within the education system so that students are educated with a focus on political values.

Among the populations loyal to the Islamic Revolution of Iran, there are many educational styles that have in common a model of education based on the Islamic Revolution, which is known as "Revolutionary Education".The present article tries to deal with the concept of "revolutionary education" with the method of conceptual analysis. For this purpose, at first, the types and meanings of revolutionary education were formulated, and then, with the aim of providing a normative definition of "revolutionary education" and "revolutionary man", the semantic elements of "revolutionaryism" were and further, the conceptual boundary of "revolutionary education" with similar concepts in the insider discourse, i.e. Mahdavi education, jihadi education, Basiji education, as well as rival discourses, was defined. After researching and analyzing the meanings and types of "revolutionary education" as well as examining its semantic elements in the discourse of the Islamic revolution, in the definition of "revolutionary education", on the process of helping the educator to fight for justice and rationality with non-divine rule, and acceptance and commitment to divine legislative sovereignty; Along with approval, participation, supervision and criticism were emphasized in the Islamic government. Also, the concept of "revolutionary education" in other discourses (post-modern, neo-Marxist and critical approaches) is different from this concept in the discourse of the Islamic Revolution, in terms of infrastructure and superstructure.

The present article is a research in the way of providing solutions to improve political education in the thought of Ayatollah Khamenei. The main question of the article is, what are the ways to improve political education in the thought of Ayatollah Khamenei?

This research has been done with a qualitative method through thematic analysis. The statistical community includes all the Supreme Leader's statements about political education. Examples of Supreme Leader's statements based on strategies for promoting political education have been extracted.

The findings show that the strategies for improving political education can be identified in the form of three dimensions based on cognitive, orientation and behavior. Most of the solutions are envisioned in the cognitive stage, which is possible with educational methods and knowledge improvement of the organization's employees. In the second stage, it is possible to improve the orientation solutions of employees in the form of skill enhancement through workshops and lectures. In the final stage, in order to improve the political behavior of the employees, within the organization, it is necessary to move towards culturalization and institutionalization.

The purpose of the current research is to investigate the indicators and components of political education in books and curricula of higher education. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (201 articles) that have been presented from 1389 to 1401 and 2015 to 2023 about political education indicators in books and curricula of higher education. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of political education in academic books in 3 dimensions, 19 factors and 69 categories including the dimension of political knowledge (attention to the basics of political education, awareness of current issues, awareness of one's rights and others, awareness of political concepts - social, cultural knowledge and media literacy), the dimension of political vision (including the components of attention to identity and individual characteristics, having the spirit of cooperation and cooperation, work conscience, willingness to constructive competition, legalism and attention to national identity ) and the dimension of political action (including demanding and asserting rights, reasonable and logical decision-making, ability to reason, ability to participate and cooperate, safeguard national independence and freedom, ); were classified. The results showed that the political education of students has different dimensions that only paying attention to one dimension in academic books and curricula is not effective.

In the sphere of politics and in political studies, discussing the enemy and enmity and negating and proving them leads to lengthy discussions. Some views speak of purifying the enemy and try to theorize capitulation and negate resistance, trying not to introduce the enemy and his enmity in the curriculum in political education. The present study, from the perspective of the philosophy of the curriculum and based on the inferential research method, seeks to answer the following questions: ‘What is the ruling on knowing the enemy in education and how desirable is including this knowledge in the curriculum from the perspective of educational jurisprudence?’ For this purpose, eight arguments from the Qur’an and hadiths were presented and examined in an inferential way. The findings showed that knowing the enemy in education is obligatory in terms of prevention, enjoining what is good, inviting, and also in terms of the duties of the Islamic government as well as the equipment of forces and readiness for jihad and defense and incitement to it.

The purpose of the present research is to study the term of political upbringing as a speech-hermeneutic act in the ideas of Imām Khomeyni and Āyatollāh Khāmene'i within the educational realm emphasizing on the role of teachers. Undoubtedly, speech act is for the purpose of making a change in the realm of act and so different situations and backgrounds are effective on the orientation of words. The research method is based on the theory of speech act and Skinner's hermeneutics (1978) following the theories of John Searle (1962), Wittgenstein (1994), and John Austin (1975) which all have a special emphasis on the intention of the author. The meaning of text in this research is a general overview involving books, dissertations, speeches, symbols, and so on. The present research, on the one hand, can clarify different aspects of political upbringing for students and students-teachers and, on the other hand, assist the officials of the educational system in planning in the country. The results showed that the speech act of Imām Khomeyni in the concept of political upbringing is adopted based on up-to-date conditions, Islamic-religious principles, and also their accompanying terms such as fighting, science along with spirituality, monotheism, faithfulness, religiosity, revolutionary spirit, and independence. Likewise, political education in the words of the supreme leader is associated with some major categories in the second step of the revolution, Islamic modern civilization, Islamic government, believer and revolutionary forces, Jihādi management, culture and politics, science and morality and therefore specifies the path of revolution in this field.

Political education is one of the areas of education that is considered in the educational system focused on socialization. Examining the thought and behavior of politicians who have ideologically and morally acceptable characteristics can provide components for political education that, in addition to credibility, can be used and are close to reality. Therefore, the purpose of this study is to investigate the components of political education based on the views and biography of Ayatollah Mahdavi Kani. Due to the existence of appropriate written sources in this field, by purposeful sampling method, the most relevant written works left by Ayatollah Mahdavi Kani, including political education topics, were selected and after initial monitoring, the main body of data was provided. The selected sample includes books written by Ayatollah Mahdavi Kani, books written about him, interviews, and an oral history. By choosing the method of content analysis, while studying the documents and compiling study files as a unit of analysis, using the commonalities between the themes, four general concepts were finally obtained. These concepts are: (1) Shari'a with three themes of obligation to perform one's duty, adherence to the principle of Velayat-e-Faqih and observance of human rights, (2) Lawfulness with the three themes of avoiding law-breaking, acting on the basis of law and preventing lawlessness, The result of this research shows that the patterns that appear between the themes and concepts are overlapping and parallel; Thus, in the practical view and biography under study, Sharia is the foundation of other concepts, and being revolutionary is based on law and morality, on the foundations of Sharia and the teachings of Islam.

The purpose of the present study is to review foundations and principles of political education in the ideology of Āyatollāh Shahid Beheshti. The method of study is descriptive analysis and the results showed that although in the educational strategy of Āyatollāh Shahid Beheshti, education of human society is considered an arduous category, people are always in need of education to acquire the components of political education and deal with their ruling political system appropriately. In this regard, the outstanding and genuine position belongs to fundamental models, not the formal ones. In other words, Shahid Beheshti believes that human education gets elaboration and improvement by the gradual process of education so the formal perceptions of education are unable to train Islamic pupils. Accepting such a model of political education relies on special foundations and principles that their patterns can be achieved in social-political theories of Shahid Beheshti. In the structure of political education proposed by him, a human is a being who has right and duty and his ultimate goal is to achieve faithful life in this world and prosperity in the other world. In this approach, regarding the inward and outward aspects of a human, Islamic political education, contrary to the western models, affects 3 fields of insight, attitude, and political skills of the citizens in Islamic society.

The present study was conducted with the aim of political education from the perspective of Surahs of Muhammad, Fat'h and Hujurat with the approach of thinking of Surah, in the form of principles, goals, principles and methods. The research was of qualitative type and its descriptive-analytical method was done by content analysis method and data collection was done by documentary method. The findings show that the principles of political education in the Qur'an include God's ability to avenge the unbelievers, God's ownership of the heavens and the earth, and the brotherhood and brotherhood of believers toward one another. Among the goals of political education, based on the findings of the research, are the fight against deterrents through God in the front of infidelity, the acceptance of the Imam's ruling, and the unity of the faith community behind the Imam. In this regard, the principles of political education include explaining the order to fight the infidels, the need to expose the opponents of the fight and the claimants of benevolence, emphasizing trust in the Imam's decisions, enlightenment and dealing with violators, emphasizing following the Imam and enlightenment and dealing with the claimants. It is the administration of society. In the field of political education of reprimand refers to contemplation, and questioning the opportunity of compensation comparison was recognized.

The purpose of this study was to explain the foundations of political and social education in John Dewey and Motahari's thoughts in order to develop a citizenship model. The research method was applied in terms of purpose and data extraction was exploratory mixed method. The statistical population of this study included all the experts in the qualitative part of the study including education experts, among whom 17 were selected using purposive sampling. Also, in the quantitative part, the statistical population of the study consisted of all teachers of social studies and sociology courses in Bandar Lengeh city (150 persons). Using Morgan table and stratified random sampling method with proportional allocation of 108 people selected as sample size. Were. The required information in the qualitative section was structured through deductive content analysis and structured interviews and in the quantitative section was assessed using a researcher-made questionnaire. Face and content validity and Cronbach's alpha coefficients were used to determine the validity and reliability of the questionnaire, respectively. Face and content validity were confirmed and the reliability was 0.84. The set of findings from the qualitative section was reported in four general categories: Motahari political and social ideas and Dewey political and social ideas and 19 components. Structural equation technique using pls software also showed in the quantitative section, the above mentioned components are 0.95 significant higher than the value of 1.96, so the result of the thesis indicates that the ideas of Motahari and John Dewey imply Important for citizenship education.

 the aim of this study is to explain the principles of political and social education of the thoughts of Dewye and Motahhari in the education of citizenship. the method used in this research has been deductive and descriptive - analytic which has been described in the first stage of the concept of Dewye and Motahhari, and then their view of the education of citizenship and its elements has been explained and explained. therefore, the results indicate that the process of citizenship is an important process in society and in all national and national levels, considering the development of human interactions outside the geographical frontier, which requires adherence to citizenship rights, rule of law and commitment to others. They consider the political and social training of individuals as a privileged opportunity in the development and strengthening of civil education and detection of individual identity in society, which can be on the path of growth and transcendence of citizenship. therefore, the educational system of the community as the learning axis of individuals, with design and precise training planning, can provide opportunity for students to grow their citizenship as human capital and to favor the valuable ideas of thinkers such as Dewye and Motahhari. Educational and field personnel in this field are very important from the board of trustees, as well as the proper measures of scientific and field work.

This study was conducted with the aim of developing a political educationcurriculum model based on the social- political education domain of Fundamental Reform Document of Education for Iranian junior high school students, using a quantitive research method To select the sample based on a targeted sampling method and principle of reaching saturation in qualitative research, 14 specialists, 9 members of the textbook writing group and 6 heads of the teachers› groups were selected. The data collection tool was semi- structured interview. For data analysis, qualitative analysis methods such as categories content analysis and theme analysis were used. The results showed that the philosophical bases of the curriculum model are of political education of Islamic realism, the ideal theory of curriculum, the evolutionist theory, the conceptual structure of the political curriculum including justice, self esteem, law enforcement, selection, responsibility, identifying the duties of political institutions, participation, patriotism; and that the curriculum organization structure is integrative (unity within the learner) and the syntactic structure of the political curriculum is interpretative and critical. In response to these findings, the quality of the nine elements of the political curriculum was investigated and confirmed by the authorities; and finally the results showed that social studies, Persian language, writing skills, and culture and art have the greatest potential for addressing the political curriculum in junior high school. As a result, it can be said that the comprehensiveness and attention to the effective elements of the political curriculum is one of the most important features of the political curriculum model which can help to improve the level of knowledge, attitude and political insight of junior high school students.

This research is aimed at investigating the degree of attention towards the components of political education including: awareness, self-knowledge, independence, freedom, and justice in social studies textbooks at elementary level in the academic year of 2015-2016. This is a descriptive research which follows content analysis method. The unit of analysis includes writings, illustrations, and exercises of social studies textbooks of elementary level, which covered 402 pages totally. The community and the statistical sample of the research were social textbooks of elementary school social studies. The results of data analysis revealed that the related component under study were considered in the following rate: self-knowledge, 96 times; awareness, 91 times; independence, 83 times; justice, 35 times; and freedom, 21 times. As illustrated, the component of self-knowledge stands higher than other components, and the least attention is devoted to the component of freedom.

Ashura great movement has numerous explicit and implicit teachings and messages for various aspects in human life. One of the most important aspects of this great movement is its political dimension, which can have great implications for the political education of students and developing a political curriculum that plays an important role in students' success and growth of social and political dimension.
The present study aims at determining the implications of Ashura movement for political education. The research method is conceptual analysis and interpretation. The findings shows that the important components of political education based on the Ashura movement include supporting the truth and countering the falsehood, enjoining good and forbidding evil, rejecting abjection, honor and dignity, seeking justice, insight and expedience, freedom and largess, accepting responsibility and public supervision on political issues, the emphasis on the role of elites and scientists in political issues and, finally, following leadership.