نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 40 (پاییز 1397)

The purpose of this research is to investigate and identify the principles of monotheistic (Tawhidi) education during the first seven years of life. This descriptive-analytical research follows a deductive method for the study of Islamic texts related to monotheistic education in the first seven years of life, referred to as the “lordship phase” in religious teachings. As this period is regarded as playing a specially significant role in one’s personality according to many psychologists and educationalists, and as it is believed that this period of life receives the first emotional encounter of human with God, it is quite obvious how essential the quality of this happenstance of the first meeting and passing this golden age fundamental importance can be. The effect of this period throughout the entire human life and its ultimate orientation is also very great. Aimed at establishing mental and psychological readiness for the child to found a thoughtful establishment of monotheistic attitude in other stages of development, this research investigated monotheistic education in three dimensions including cognitive, emotional and willful aspects. The most important findings of this research include the following: the possibility of teaching Tawhid as the first formal education in Islam, correcting children's awkward thinking about God, introducing the names and attributes of God instead of trying to prove the existence of God, avoiding the presentation of incomplete and misleading descriptions, the use of appropriate language and literature at children’s levels, imitation from and modeling of parents, compassion orientated education, visualizing merciful face of God in the minds of children, development of particular inner tendencies such as curiosity and aesthetics, fitfulness of practical activities with the desire and freedom of children, and application of the principles of simplification and repetition in the education.

This study is aimed at investigating the effect of religious free thinking on critical thinking of the students of the Islamic Azad University of Kermanshah. It is an experimental pretest-posttest study. The population under study contains the total community of undergraduate students in educational management at Islamic Azad University of Kermanshah numbering 54 people in 1395. Participants were divided into two groups of 27 individuals by simple random sampling. Critical Thinking Skills Questionnaire form California Critical Thinking Skills Test B, was used for data collection. The validity of the questionnaire was verified by a supervisor and several experts. The reliability of the questionnaire turned out to be as much as 0.61 - 0.76 based on Kuder and Richardson 20 formula. All participants were provided with explanations about the method of study, and they completed the questionnaire as a pretest. The research findings indicated that there was a significant difference between trained learners' performance based on religious free thinking education and the current program. Pupils who were trained through this method, were more successful than those who were trained through the current plan. The results confirmed that all the investigated components of critical thinking were influenced by this type of teaching.

As an important branch of philosophy, the methodology of recognizing the truth can provide curriculum designers with several diverse approaches. Based on the qualitative research method following Lawrence Burdon’s content analysis, this research focuses on studying the methodology of recognizing the truth from the viewpoint of Mulla Sadra and explaining its implications for the curriculum designing. According to the findings, Mulla Sadra divides knowledge into two intuitive and acquired types regarding its nature. According to the types of domains, he speaks of three or four types of perceptions. He studies the methodology of cognition by considering both rejection and confirmation. The sources and means of cognition are accompanied by reasoning with sensual intuition and revelation intuition according to him. According to Mulla Sadra, curriculum designing is based on the most important components of the curriculum, namely: the goal (perception of intuitional knowledge for the realization of acquired knowledge), the principles controling the content of the curriculum (the selection of material on the basis of hierarchy of knowledge from sensual affairs to rational-intuitive issues); and the principles governing teaching and learning methods (rational-intuitional  method and interdisciplinary transcendental approach).

One of the ways to popularize the resistive economy culture in the society is to teach it. Teaching resistive economy can be added as a special course to formal and general education. Hence, the present study aims at identifying the goals (competencies) of learning to teach the resistive economy fitting the Iranian official and public education system. This is an applied research conducted through library studies, content analysis, survey and speculative essays. Research population includes two groups of research sources as well as experts from whom a sample was selected through purposive sampling method. Qualitative content analysis method was used for data analysis. The findings of the study contained 13 general goals or competencies of learning, which can be considered, according to the sources and the experts in the formal and general education system to provide the proper content and learning opportunities for the learners.

Due to the significance of the concept of Razavi education and the necessity of its extension and popularization, this research is intended to investigate this concept in “Rezaye Rezvan” documentary movie. This is a combined research (quantitative and qualitative). The most important components and visualizations of “Rezaye Rezvan” documentary movie includes the following: 1. Hope to God; 2. Trying to achieve the goals 3. Avoiding imaginary aspirations 4. Hope for forgiveness of the mistakes 5. Focusing on reality and accepting the facts 6. Hope for the future. The findings also indicated that dissemination of Razavi teachings in society, the flow of education, changes in the content of educational films towards Razavi thoughts, the use of Razavi thoughts in community affairs, the establishment of a safe and healthy environment and the attendance of governmental and nongovernmental managers specialized in Razavi educational literature will result in the increase of Razavi educational attitude among people, especially among the youth.

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.