Designing a moral education curriculum model based on Ayatollah Javadi Amoli's point of view

The current research was conducted with the aim ofdesigning a moral education curriculum based on Javadi Amoli's point of view.The research method was analytical-inferential. All the first-hand works of Javadi Amoli constituted the necessary documents for designing the curriculum, from which the materials related to the philosophical foundations and elements of the curriculum were purposefully selected.Materials related to philosophical foundations and ethical propositions were extracted and deduced in seven steps by the model proposed by Claizi (1978) and were manifested under the elements of the curriculum.The results showed that the curriculum of moral education is the activities that are expected to create knowledge, traits and moral behaviors in the teacherand includes four elements: goals, content, teaching-learning methods and methods of evaluating academic progress.The following goals are of two categories: the final (the teacher reaches the position of divine successor and closeness to absolute perfection) and intermediate (knowing the various aspects of oneself, knowing God, thinking before doing an act, following the truth in matters and moral judgments, knowing and acting on responsibilities, Strengthening will power, seeing beauty in God's actions, getting ready to serve the people,The knowledge of worldly and hereafter results of intentions and moral actions) was regulated.The content should serve the goals and should have guidelines such as variety of formats, derived from the Quran and traditions, influenced by the atmosphere of the times, taking into account the history and literature of Iran and Islam, wise fit, firmness and tenderness. Teaching methods are mostly logical, deductive and emotional. The evaluation methods also include self-evaluation, teacher's opinion and judgment, active participation of parents and team evaluation of academic progress, which are particularly reassuring and all of them are set and introduced in the service of moral learning of the teacher and are far from linearity and anxiety.