Congruency of Student’s Perception about Balanced Role of Family and School in Religious Education: a Phenomenological Research

This research is about the role of family and school in religious education and student’s perception about congruency of the two. Qualitative research method in general and phenomenology in particular has been used. For this purpose, 18 female high school students have been selected through targeted selection until saturation. The data collection tool was a semi-structured interview and the obtained data were analyzed using Smith's method. All information has been grouped in four categories in terms of the role of family and school in religiousness, congruence/conflict among them, student’s strategies in the face of conflict and a suggested solution to promote congruency. The Positive role of family includes pragmatic ideal, attraction of family participation and flexibility in practicing religious rituals and negative role of family includes passiveness in religious education and family conflicts. Effectiveness of the role of school was related to the ability of teachers, flexibility and respect in their behavior. But its destructive effect was related to violent behaviors, discrimination and enforcement without convincement. The congruency of family and school consist a wide spectrum which starts from a complete congruency up to a difference in educational methods and beliefs. The goals of the two have also wide variety. The result of the congruence is persistence of religious belief in students and the result of the conflict is student’s confusion, forcing to choose one side and deviation from the designed rout towards religiosity. In terms of strategies, three methods of law-abiding, accompanying the family and choosing the optimal path were observed. In order to promote congruency, three strategies were proposed which are better knowledge of the characteristics of students, better interaction between family and school, and encouragement of students.