مجله مطالعات فقه تربیتی
سال پنجم شماره 9 (بهار و تابستان 1397)

A major part of the dealings carried out by people are in respect of one another. These daily interactions have their ramifications and extensive effects that leave their impacts on every individual's behavior and character. Man's moral character is, to a large extent, influenced by these interactions. In the existence of such atmosphere, do the people in the society have responsibility towards one another's moral education and nurture? A look at the religious sources will reveal to us some of the reasons and evidences concerning the general duty of people in respect of others' moral education. This study having a juridical and inferential approach seeks to collect and analyze these pieces of evidence and then extract the juridical – educational ruling about this issue. To prove the general duty of the duty-bound, four specific reasons have been provided and put forth including the verses concerning spiritual purification, normative conduct of the Infallible, an authentic report in the Treatise of Rights, Isma'il's narration and rational argument. These five reasons perfectly prove the desirability and preference of the general duty of men toward one another.

Social education is an important arena of new juridical issues which need to be discussed from a jurisprudential perspective. The juridical social rules play a special role in enabling the jurisprudence to address new issues. These principles are authentic documents which prove juridical rules. For this reason, analyzing, forming and introducing juridical principles, especially with a view to the effect of time and space in Ijtihad to help juridical deduction, is a jurisprudential necessity. This study seeks to examine the juridical ruling concerning social education based on a system originating in jurisprudential principles according to customary jurisprudential method. Amongst the evidences, there are also social juridical principles, in addition to individual juridical principles. According to the purport of the said general principles, social responsibility in general and in respect of social education within the framework of primary governmental rules, is the duty of the government, family, scholars and the society at large.

The present article seeks to explain the necessity of making use of the inferential method of Ijtehad with an organized approach to generate educational premises so as to design an efficient system of nurture and education. The basic question which this article seeks to answer is:Why should we make use of an inferential method with an organized approach? How is that method applied? To answer these questions, efforts have been made to make use of an analytical-descriptive method. Findings show that in addition to making use of istizhari (indicative) method, it is essential that inferential method be also used. Making use of inferential method is suitable for generating premises and extending educational teachings based on religious sources, but it is not sufficient. In fact, in order to achieve a system of education and nurture, it is necessary to have an organized strategy towards producing educational premises and statements. Emphasizing on an organized approach is a new approach. For this reason, different notions and understandings of it have come into being ensuing, by extension, positive and negative reactions. It is therefore suggested that in addition to depending on the theoretical foundation of this approach, it should also be practically used so that its limits and credibility are objectively put to test and ascertained.

Considering the status of ideological education in the realization of the religious education and nurture, the creation of an ideological education system seems to be necessary. The discipline of jurisprudence plays a critical role in designing an ideological education system by exploring and deducing various elements of this system including goals, principles, stages and areas. By taking a systematic look at the jurisprudential rules and premises particularly those of the educational jurisprudence, we can explore and infer the different segments and elements of this system and then achieve an ideological education system. The present article using a descriptive analytical method infers the stages, principles and methods of the ideological education system with the aim of attaining an ideological education system. In addition, by referring to jurisprudential sources we can explore and infer the general principles which somehow guide the educator's activity in the ideological education system.

Human dignity is one of the fundamental topics in anthropology. Given the significant role of anthropology in education, it is highly imperative to clarify the importance and role of human dignity in education (tarbiya) as well as in educational researches. This study aims to explore the role and function of human dignity in education. To understand the role, it is essential to note that the human dignity has been considered and acknowledged as a jurisprudential principle in Islamic education and nurture, and the role of the principle of human dignity in the educational principles, foundations, goals and .methods have been explained

This study aims to extract educational significations and implications of the writing and spreading knowledge. For this purpose, Munyatul Murid fi Adab al-Mufid wa al-Mustafid authored by Zainuddin b. Ali b. Ahmad Amili Jab'ei better known as Shahid Thani has been examined. In this study carried out on the basis of the main question of research with a qualitative analysis approach involving a procedure of content analysis to explore the author's overt and covert idea, the educational significations have been extracted with an analytical and inferential method. The findings of the research are the following: sincerity of intention as a legitimate sense of direction, paying attention to social responsibility, production and propagation of useful knowledge, optimal investment, scientific generosity and development of the asset. The result of the findings indicate that educational implications can be expressed in two dimensions (individuality and sovereignty) which can, in case of assistance, lead to public good.