نشریه مطالعات تربیتی و اجتماعی قرآن و عترت
پیاپی 3 (بهار و تابستان 1398)

The aim of this study is to investigate the level of attention to the six components of education, mentioned in the document of fundamental transformation of education, in the books “heaven’s gift” (elementary second period). The research method is descriptive and it is a kind of content analysis. The population includes the books “heaven’s gift” (elementary second period, in the academic year 2017-2018) and the document of fundamental transformation of education (2011) and no samples are used because of the subject of study and the limitation of population. The tool of collecting data is a content analysis checklist which its validity was confirmed by experts’ judgment. The data were analyzed by the descriptive statistical indicators. The results demonstrated that there are 426 frequencies related to six components of education, mentioned in the document of fundamental transformation, in the books “heaven’s gift” that 216 frequencies belong to the component of belief, worship, and moral education; the component of social and political education, 87; the component of aesthetic and artistic education, 59; the component of scientific and technological education, 47; the component of biological and physical education, 13; and the component of economic and professional education, 4. Moreover, the fifth grade book has the most frequency with 154.

The education of Quran has always been important in the curriculum of educational system; thus, Quranic schools have been established with the purpose of improving religious, cultural, and educational affairs. This research attempted to investigate and analyze the effectiveness of the education of Quranic schools on elementary school students’ Persian reading skills by a research approach of classic experimental designs. Two groups of elementary school students in the city of Bardaskan were selected as the two test and control groups. A test of Quranic skills in different parts was given to each group before and after holding the Quranic classes in which the students of control group did not participated. According to the findings, the Quranic classes have influence on elementary school students’ Persian reading skills. To achieve this conclusion, some statistical methods, including mean and standard deviation, grid charts, non-parametric tests, and, especially, the analysis of covariance, were used.

In different verses of revelation, the guiding apparition of the Holy Quran is the best kind of guidance among various schools, thoughts, and ideologies. It can obviously be seen in these verses that the guiding plan of the Holy Quran is comprehensive and consists of all humans’ guiding needs. Some fourteenth-century interpretations applied the interpretation of the Quran to the Quran as the most important method for extracting the Quranic guiding strategies in terms of humans’ belief, social, moral, and educational issues, because, in the Quran, there are a number of the obstacles to and guides for humans’ growth and guidance in different aspects of their life. Al-Mizan fi Tafsir al- Quran and Fi Zelal al-Quran are among these interpretations that pay attention to the dynamics, trans-temporality, and trans-spatiality of guiding teachings of this holy book and explain it as a guiding miracle. Since the twentieth Surah of Quran talks about the most basic issues related to the beliefs such as origin and resurrection, prophecy, and the remembrance of God, with several instances, retells the different stages of Hazrat Musa’s life, and helps us reach a happy life through its belief, social, moral, and educational lessons, this analytical-descriptive study tries to clarify the most belief, moral, and educational teachings of Surah Taha from Allameh Tabatabaei’s and Seyed Ghotb’s viewpoints by using library written sources. The results show that these teachings are as follows: the explanation of monotheism, the purposes of sending the prophets, the necessity of resurrection, the Prophet Mohammad’s eternal miracle as a guide, the educational purposes of Musa’s story, the factors of humans’ aberration, the denial of fear and humility in the face of everyone, except God, humans’ intellectual and spiritual transformation after having faith in God, and the importance of remembering divine blessings and the ways to reach God’s satisfaction. It is necessary to say that these teachings are mentioned in Al-Mizan in more detail than Fi Zelal al-Quran.

Nowadays, the emotional and human relationships are so weak that close neighbors are not aware of each other and even they do not know their names after living together for a long time; while, in the Quran, God values neighbors and how to behave with them and he advises us to do good to neighbors. In addition, according to religious leaders, if neighbors behave with each other well, that will be the source of abundant blessings and a good neighbor is known as a valuable blessing. There are some neighbors’ duties to each other, which according to Ahl al-Bayt’s sayings are considered as a sign of fairness, including watching out, greeting, helping, visiting, charity, need satisfaction, and sympathy. Living in apartments is one of today’s life forms that its deep effect on education, relationships, family conflicts, robbery, the ignorance of neighbors and relatives, and its other damages are paid less attention. This analyticaldescriptive research shows that there are the following negative consequences of living in apartments: increase of mental stresses, annoyance of neighbors, decrease of modesty, dominance of individual life, avoidance of socialization, loss of individual’s social identity, and incidence of physical and mental diseases because of inactivity caused by the lack of space. This research aims to investigate the ethics of how to behave with neighbors and how to live in apartments, and take advantage of Quranic teachings and Ahl al-Bayt’s sayings for reducing the damages of living in apartments, as a necessity, in order to reach the correct path of ethics.

Educating a righteous child is one of the most significant issues in human life. Parents, especially, mothers should be familiar with the ways to religiously educate children so that they can play their role in training children in the best possible way and provide the most appropriate service for families and Islamic societies. This research examines the lifestyle of Hazrat Fatemeh, nurtured next to the purest and greatest educator of humanity, the Prophet Mohammad, and her moral and behavioral aspects. The main aim of this research is to investigate Hazrat Fatemeh’s behavioral and moral patterns in the lifestyle including faith, sincerity, piety, sacrifice, justice, chastity, honesty, politeness, and provide educational solutions to realize her teachings more and more. This analytical-descriptive research was conducted by citing the Quran, and the Prophet Mohammad’s and Imam Ali’s sayings and it suggested some educational solutions to use the patterns at the present time.

Based on curriculum planning, the main purpose of this study is to investigate and analyze the parallel and horizontal arrangement of teaching alphabet in the books “Quran” and “Farsi” (elementary first grade) with a content analysis method. 90 pages of the book “Farsi” and 70 pages of the book “Quran” are reviewed. With the help of descriptive statistics, 7 lessons of the book “Quran” and 22 lessons of the book “Farsi” were analyzed by applying a methodology named the horizontal parallelization. The names and shapes of the most motions and letters are the same and have a parallel role in teaching the Quranic and Persian alphabet. The results show that the book “Quran” introduces vowels and formally teaches them, on average, respectively, 5.3 and 5.5 weeks after the book “Farsi”, so there is a harmony. Other affairs related to curriculum planning are not in harmony. The book “Farsi” (elementary first grade) introduces the word “Quran” in Figure 6 in the third week of Mehr (October) and introduces the concept “Quran” in lesson 15 in page 78 for the first time; while, the book “Quran” begins to be taught, parallel to the book “Farsi”, on the very first day of Mehr (October). There is no complete harmony between the books “Farsi” and “Quran” (elementary first grade) in terms of the formulation and presentation of content.