نشریه علوم تربیتی از دیدگاه اسلام
سال دوم شماره 1 (پیاپی 2، بهار و تابستان 1393)

Teaching style based on thinking is the most effective kind of teaching today، and has been the focus of many scholars. This kind of teaching removes the learner from a passive state and motivates him/her to think about the subject. In Islam، thinking is a matter of prime importance and it has repeatedly been recommended in the Holy Quran. Accordingly، in his book Nahjolbalagheh، Imam Ali (PBUH) has based his teaching on thinking. This survey has extracted the styles of teaching-based on thinking from Nahjolbalagheh and answers two questions: 1. Which kind of styles of teaching based on thinking has been used by Imam Ali (p) in Nahjolbalagheh? 2. Which dimension of thinking has been considered in teaching style based on thinking in Nahjolbalagheh? The writer examined all the sermons (khotba)، letters، and sagacity (hikmat) of Nahjolbalagheh by using the descriptive- analytical method. As a result، twelve styles of teaching based on thinking such as illustration، asking questions preparing situation for decision making، asking for research classification and using cryptic phrases were extracted. Analyses suggest that all aspects of thinking such as morale، logic and critics have been considered in these styles and each one is somehow effective in making the learner to think. Finally، out of all the methods، the writer introduces a method، «Aala»، to be used in the educational system «Aala» is taken from Imam Ali''s (p) name.

The family, as the first social organization, plays a fundamental role in the formation of people's personality and characteristics; meanwhile family cohesion is a very important variable. The principle aim of the present study was to examine the prediction of family cohesion based on religious internalization style. The present research method was descriptive and carried out on quantitative paradigm. The sample of the study consisted of 232 married students – male (137) and female (95) - of Shiraz University during the academic year of 2011-2012. Religious Self-Regulation Questionnaire (SRQ-R) (Ryan et al.) and Samani Family Processes Scale were administered at the subjects.The Cronbach alpha coefficient and factor analysis were used in order to determine reliability and validity of the measures. By using multiple regression analysis, the family cohesion prediction by religious internalization styles including identification and introjection were studied. Research finding showed that identification style was a positive predictor and introjection style was a negative predictor of family cohesion. We conclude that the religious identification style would increase family cohesion.

Moral education is an important part of man’s educational program that develops his ethical, theoretical, and practical talents and which secures his worldly and heavenly prosperity. There are different approaches to moral education throughout the world; in order to benefit from the experiences of other countries it is necessary initially, to evaluate their educational experiences, takening into consideration the criterion of Islamic intellectual and religious principles. This study has been conducted with the aim of critically examining the most common approaches to moral education in the world and their strengths and weaknesses based on Allameh Tabatabai’s (May Allah be pleased with him) viewpoints. Research questions were: From Allameh Tabatabai’s point of view what are the component for an effective ethical educational program which leads to moral action and behavior? Also, do developmental-cognitive approach, caring approach, character education cover Allameh Tabatabai's objectives? The research method used was the analytical-comparative-critical approach. First, the three above mentioned approaches were explained, and then, based on Allameh’s perspective, the essential elements of effective moral education (knowledge, emotions, ethical, moral action, moral habits, faith, Divine piety, and righteous society) were criticized. Findings showed that each of these approaches only emphasize certain aspects of moral education. As a result, these approaches can only provide secular ethics which according to Allameh Tabatabai, apart from being very different from religious ethics, has no enforcement action.

Exam anxiety as a common and important phenomenon in educational centers, is a kind of mental self-preoccupation that is characterized by underestimating oneself, doubting ones capabilities and results in lack of concentration and physical reaction as well as unpleasant reactions; the implication of which is the reduction in the ability to cope with the exam situation and finally academic inefficiency. The aim of this study was to predict exam anxiety on the basis of intrinsic and extrinsic religious orientation of female students in public schools in Tehran. The capacity of the sample according to Cochran was 300 subjects which were chosen by using the stratified random sampling method. In order to collect data two instruments: a) Allport's religious orientation questionnaire with 21 multiple choice questions for both internal and external religious orientation, and b) the Sarasin Test Anxiety Questionnaire with 25 items in two dimensions -anxiety and affectivity - were used in this non-experimental study that was carried out in a descriptive and correlational style. For data analysis, descriptive statistics and inferential statistics (regression analysis) were used. The results of the study showed that:1- Most students, in terms of exam anxiety, are in the middle-and upper-middle levels. There is a significant difference between the components of anxiety and affectivity. A comparison of the average scores has indicated that the amount of students’ anxiety is more than their affectivity. 2- From the scores of religiosity one could predict student's exam anxiety. The power to predict intrinsic religious orientation is more than extrinsic religious orientation. Thus, we can conclude that students with intrinsic religious orientation experience less anxiety.

Appointing a competent and effective manager is a new way of thinking about how organizations gain high performance, and which may increase rigidity in the pattern of activity that the organization can or does perform. Competent and qualified managers help in better activity of the working process in each organization. The theory of competent based strategy management is an integrative strategy theory that incorporates the development of economic and social status as well as the culture of nations. Therefore, applicability of a systematic general framework in appointing a competent manager is of vital importance. The present article attempts to bring into focus the concept of competent and qualified managers through descriptive and content analysis. The personal qualifications of competent managers from Imam Ali's (PBUH) point of view in Nahjulbalagha have been studied. This article shows that the following characteristics are among the qualities of competent managers:Over coming anger, decisiveness, secrecy, concealment of fault, conciliation, fulfilling promises. These qualifications are of utmost significance in view of jurists and management.

The purpose of this study is to present some of the potentials of the educational effects of the awaiting culture in response to the new challenges in the family. The main research questions are: What are the realities and capacities of Islamic education in the Age of Absence?What are the new challenges facing the family in the present day?What are the educational effects of awaiting on the new challenges of the family?The research method used in this article is descriptive, documental, and analytical. First, the cases that relate to the realities of Islamic education in the Age of Absence have been described with reference to documented sources, and then the new challenges of the family foundation have been classified by means of a documentary research method. In the next section the educational effects of waiting will be explained by analyzing some traditions and by way of the analysis of research findings, the educational effects of waiting (advent) as the preventive factors from the serious new challenges. Some of the research findings are that the most important educational effects of waiting can be found in concepts such as "belief in a purposeful universe," "the rule of righteousness over society”, “practical knowledge of the student”, “involvement of the family in the process of upbringing” and meaningful life. The family is like a live and dynamic organization, and if a consequence of waiting culture, is subject to positive developments and transformations such as: deep emotional communication, creating a worthy example, educational planning, a permanent persistence of worship, planning social moral health, harmony with the purpose of creation, and the recognizance of each of them; provides circumstances for the learner that prevent the occurrence of serious challenges in the family.

Teaching moral values in educational systems has always been an issue throughout the world. Any kind of setback in this field may lead to the failure of the educational system. The Paideia Proposal is a reaction to the cultural and moral decline of the educational system of the West and its study and critique may strengthen the theoretical perspective. In this article, the origins of philosophical thinking of moral values, the relationship of such an educational system with objective, content and method have been explained by descriptive - analytic method and it was criticized (internally and externally). Given the fact that this proposal is based on a cognitive aspect of action, and that consideration was placed on the reasoning of moral concepts in seminar classes, findings of this article suggest the need for experienced and qualified teachers in seminar classes, the necessity for practical activity in order to achieve responsibility and confronting the learner with the consequences of their actions and motivating them to quit or continue the operation, and also the necessity for some conditions such as work–based learning in vocational education to understand values related to nature, human and social values, and were just some of the internal criticisms of this proposal. On the other hand, emphasis on the cognitive aspect of action was not enough; thus, it is necessary to design a curriculum with miscellaneous dimensions on the principle of other action: inclination and will.