نشریه تربیت اسلامی
پیاپی 34 (زمستان 1399)

This study seeks to explore the methods of the religious teaching based on school teachers’ and religious and teaching experts’ the lived experiences on the religious teaching methods at senior elementary schools. For this purpose, a semi-structured interview with the teachers and experts was used and data coding and categorization were used to analyze the data. The Teachers and experts emphasized the use of methods in religious teaching to create students the necessary grounds for thinking, arguing and judging. The methods of religious teaching not only should take advantage of the concepts of religion in combination with other sciences, but also should provide students with the opportunity to discuss, debate, experience religion, and practice religious concepts. Furthermore, the most widely used methods used by teachers in religious teaching include storytelling, integration with different courses, project or unit of work, role-playing, discussion, and question and answer, opportunity for experience, performance judgment, and allegory and simile.

The main purpose of this study was to design a virtual curriculum model based on collaborative learning at the virtual religious universities. The study was a qualitative research according to the data-based theory. The research participants included experts and professors of the virtual curriculum at the Quran and Hadith University, al-Mustafa International University, and Imam Khomeini Education and Research Institute, who were selected using purposeful sampling method. Through criterion-based sampling method, 31 people of them were selected for interview. Data were analyzed through three open, axial, and selective coding stages that finally identified 145 open codes, 82 axial codes, and 7 selective codes, which showed that the existing curricula of these universities paid little attention to interaction and participation. According to the proposed model, using the collaborative learning approach, the elements of virtual curriculum, including content, learning activities, and evaluation methods, were designed in a way that that the teachers, through interactive and collaborative methods, could increase the students’ interactions with a variety of contents, with other students,  and with the teachers themselves, individually and in groups. Developing interactions among students through a collaborative approach could help establish the research community and improve the quality of students’ learning experiences.

This study seeks to examine the child employment from the perspective of Islam. The main question is whether the child employment at a young age and before full development can be effective in their education or not, and if so, what are its necessities and effects? This study have been done through a descriptive analytical method and processing and the analysis of library data. The findings showed that, since employment might lead to numerous physical and mental risks for children, the principle should be based on its prohibition or restriction; on the other hand, an important part of the development of moral virtues, the life and social skills, and, to a large extent, the acquired skills is the result of experience and teaching; therefore, from the perspective of Islam, in a controlled and limited way, child employment is permissible and can also be educationally beneficial. However, in this limited child employment, we should take into account their age, physical, mental-psychological conditions. In this regard, the principle of moderation, the principle of facilitation, being non-harm, and the observance of the best interests of the child are the Islam’s conditions at the center of the decision-making and implementation of the decision related to child employment.

Considering the necessity of formulating a specific perceptual framework for the behavioral requirements of the university professors’ roles in Iran’s higher education system, the present study seeks to develop a contextualized model of the requirements of the Islamic university professors’ extra-teaching roles. In this study, a phenomenological research method was used to help understand the participant’s lived experience. The study population consisted of the faculty members at Ferdowsi University, Mashad, who had at the minimum an associate professor degree and 10 years of work experience. The purposeful sampling method was followed by a semi-structured interview, and finally the adequacy of the sample with 13 samples was confirmed after data saturation and replication of the findings. The findings of the analyzed data through conventional content analysis method showed that the model of extra-teaching role behaviors consisted of 3 dimensions and 10 components. The dimensions included the role of moral authority, the role of social work advisory, and the role of empowerment. It is worth mentioning that the model clustering was confirmed according to statistical analysis by two-sentence test.

A Human action always starts with a need, and the action occurs following the need. Thus, need assessment is the most basic element in the educational planning process. In a general sense, a university as a social institution is a social identity which has been shaped to meet human beings’ needs, and its duties are defined according these needs. In order to shape the identity of educational planning, the concepts necessarily related to it, including ‘need’, ‘action’ and ‘institution’, should find their definitions. Therefore, educational planning is a concept which depends on our definition of three identities and itself is a part of the second one i.e. action. Thus, in educational planning, these three basic steps have a fundamental feature:1. Assessing educational needs; 2. Defining the action of actors (including teachers, students and facilitators) as the goal of curriculum planning; 3.Defining the relevant institution in curriculum planning (including a school, university or seminary (hawzeh)). Without assessing needs and identifying the hierarchy of macro individual and social needs, it is not possible that we understand correctly how the action should be done. Since social actions, because of its social identity, are necessarily formed within the institution, we cannot have desirable educational planning without a proper definition of a university. The standard route to reach this model is realizable through examining the main elements in the philosophy of action because philosophy of action provides us with the basic elements of an action both individually and institutionally.

This study seeks to study the theological foundations of religious education and extract their educational implications. For this purpose, in order to discover and explain the foundations, the descriptive-interpretive method was used, and to extract educational implications, the deductive method was used. The foundations discussed in this study were: the divine origin of religion; the compatibility of religion with human nature and the permanent need for religion; the Prophet, who was chosen and sent by Allah; worldly and otherworldly happiness, which is the purpose of religion; universal and eternal and at the same time it meets the local needs and needs of every time. Furthermore, following the foundations, their educational implications were presented. In total, 9 educational implications were obtained. Some of these implications consisted of the constant necessity for religious education, no need for coercion and imposition, flexibility, the rejection of educational and scientific secularism.