نشریه تربیت اسلامی
پیاپی 32 (تابستان 1399)

The ‘Religion and Life’ books in senior high school in the Iranian education system are used in the subject of Islamic teachings by the teenagers as the main source of education. It is necessary that the researchers evaluate  them critically as they are of great importance because of the comprehensiveness of this training for adolescents in Iran. The review of these books, through content analysis method, shows that jurisprudential teachings have the lowest and the least contribution in religious education of adolescents, while jurisprudential rulings have important functions of purity, punctuality, responsibility,  and obedience in human civilization. The lack of systemic attitude towards religion, including in religious laws, has caused the authors of these books to be, even in the limited subjects criticizable in explaining the jurisprudential teachings and in the subject related to family and economics.  This research attempts to explain the position of jurisprudential teachings in the education of a healthy generation in order to offer a systematic explanation of family and economic laws considering its importance in the individual and social life of the future Iran.

This study was conducted with the aim of discovering students' experiences in the field of hidden curriculum for chastity and veiling in the medical college of Mashhad using a phenomenological method. The data collection tool was semi-structured interview. An interview was conducted on the basis of purposeful sampling with 25 students. The collected data were encoded and analyzed using MaxQ software in three stages (free coding, axial coding, and selective coding). Validity and rightness of the findings were reviewed and confirmed by research participants, using research partners, and  triangulation method. The results showed that students' learning  regarding chastity and hijab while studying at Mashhad medical college was in some cases contrasted with the formal curriculum objectives, in a way that the religious and cultural sensitivities of some students regarding the attention to and observance of the boundaries of Islamic dress and interaction with the opposite sex have diminished to a lesser extent. It seems that authorities should pay more attention to the role of hidden curriculum and the related informal learning, especially with regard to chastity and hijab, and try to use existing capacities in this area to institutionalize chastity and hijab.

The present article deals with a comparative exploration of the relationship between habit and education for Martyr Mutahhari and William James to clarify what the definition of education is for them, what the definition of habit is and what the relationship between the two is.In this fundamental-historical study conducted through a descriptive-analytical method, to explore the views of those two thinkers on habit and its relation to education, we have collected and organized the necessary data, and then analyzed the findings to conclude that while none of those two scholars has an independent work on habit and its relation to education, both have spoken about habit and education and agree with creating habits in apprentices, and have regarded ‘habit’ as one of the educational methods. Martyr Mutahhari divides habit into ‘active’ and ‘passive’, attempting to explore the status of positive and negative habits in education. For James, education is the very good habit. He has attempted to attract the teachers’ and students’ attention to the importance and the role of habit in education and clarify that the human’s felicity and misery is due to habit. Although one cannot say that their beliefs on the relationship between habit and education is quite the same, their opinion on creation of habit and its relation to education is, altogether, positive and essentially the same. The other achievement of this study is a reference to the common points and differences in the two thinkers’ views.

Although several studies have been accomplished in the field of post-modernism and many issues have been offered in relation to the post-modern thought and approach to current problems, events and phenomena so far, none of these studies and efforts have analyzed or criticized post-modernism and its role in producing life meaning crisis in western culture and thought. The present article, relying on Islamic teachings, is going to explain the role of post-modernism – with any interpretation and analysis – in generating life-meaning crisis. A brief look at post-modern knowledge of human being indicates that a subject such as "human being from birth to death" has preoccupied the post-modern philosophers more than anything else. In fact, subjects and items related to knowledge of human being are considered as the most significant issues in the eyes of post-modern theoreticians. Conceptualizing of the term "post-modernism" and explaining its manifesto and principles in brief, the present article evaluates and criticizes post-modern perception of human being and its role in generating life-meaning crisis. The study will come to conclude that the only way to get rid of the above-mentioned crisis is to establish the knowledge of human being on the basis of a valid, genuine and authentic world-view as well as the right, genuine and lasting beliefs.

The present study compares the role of family and school in religious socialization of high school female students in Firoozabad. The statistical population consisted of the female students in high schools in Firoozabad in academic year of 1392-1393 SH. We selected 366 students as the sample based on the Cochran Formula,  which was selected through random sampling. The instrument used for collecting data was questionnaire. The results of this research show that the religious socialization of the students is above the average (113.178). There is a significant relationship between the religious socialization and the variables of economic-social status such as role of family, cultural asset , the teacher’s role, the method of parenting, different style of management, the role of the educator and role of textbooks. Generally, the role of family is more than school in religious socialization of students. The analysis of regression shows that independent variables explanation 49.6 percent of dependent variable

This study aims at investigating and extracting the principles of monotheistic education in the second 7-year period of life. It uses descriptive, analytical, and inferential methods to explore Islamic texts regarding the monotheistic education in the second 7-year period of life called ‘correction period’ in religious teachings. In that period, reduction of egoism and origination of obedience spirit as well as relative promotion of epistemic, emotional and practical parameters prepare the ground for initiation of formal education. In this study, monotheistic education is investigated with the aim of preparing the ground and creating mental readiness in the child in order to create a basis for establishment of monotheistic attitude in other stages of growth in cognitive, emotional and volitional (practical) dimensions. The followings are among its most important findings facing the real meaning of life, preparing the ground for preliminary understanding of the concept of servitude to God, argumentative proof of God’s existence, making the child familiar with God’s attribute of glory and attribute of beauty, knowing God through external journey, formation of affection on the basis of cognition, fostering the sense of responsibility to God, fostering and promoting human’s internal proclivities, encouraging the child to establish relationship with God, creating readiness necessary for facing divine obligations, practical teaching of religious concepts with commitment, and contact with religious groups and communities.