نشریه تربیت اسلامی
پیاپی 35 (بهار 1400)

"Islamic mysticism" is one of the rich sources in Islamic-Iranian culture, which can be used to identify valuable implications for Islamic education. One of these implications is "disciple-educating". Many Muslim mystics have paid special attention to nurturing the student while paying attention to mystical conducts. In this regard, the present study has examined the circumstances, sayings and character and conducts of three famous mystics, namely Jonaid Baghdadi, Bayazid Bastami and Najmoddin Kobra, and by using the method of thematic analysis, has recognized the twenty-four components of disciple-educating. In the next step, the initial components (sub-themes) were categorized into two organizational themes (individual character and interpersonal character), and finally all of them were included in the comprehensive theme of “disciple-educating manner". The findings of this study show that among the thematic themes, the six themes of "worship and servitude of God, good character, expertise and scientific proficiency, penetrating and effective speech, struggle in acquiring knowledge and maintaining the dignity and personality of students" have had the most abundance and they are the most important characteristics of a disciple-educating teacher. The development of a thematic network and a conceptual framework for the relationship among themes of disciple-educating, and the “disciple-educating model” are other findings of this study.

The style of parenthetical is one of the literary grammar and discourse styles of the Quran. The purpose of the parenthetical study is to answer the question of why this style is widely used in the Holy Quran by the educational interpretation of the Quran. In this research, with the approach of education, which is the general purpose of the Qur'an, the motions and functions of the parenthetical sentences are unprecedentedly organized; education and guidance are divided into two contextual and orientational contexts, each in three forms of creation, consolidation and removal. They have prevented categorization, then attempted to reconcile each of the above verses with multiple verses and also with the findings of the educational sciences.This research is an analytical-inferential one in which, by finding about twenty cases of Quranic objections and their educational functions and examining them, it is proved that the object of the Quranic style of parenthetical is purely purposeful and in line with the educational purpose of the Qur'an, Also, the style of parenthetical is known as an independent and effective general education method. The findings of this study can be a unique educational model for formal and public education.

The primary purpose of this paper is to explain how we can resolve the current religious education goal setting challenges by introducing a new method based on the Hadith representing the best of Muslims. So first we describe the gap between the ultimate goals and daily goals, the passive role of the goals, the risk of eclectic and ambiguity in a combination of religious thought and the requirements of the contemporary approaches. Second, we identify, analyze and formulate Hadith containing the best three types of structures; general supreme characteristics, and general supreme features with a grand truth to goals setting. At the final section of this paper, we discuss how it is possible to resolve the religious education goal setting challenges a posterior division, adjustment with two criteria, the timelessness of supreme, semantic pluralism and the unification of evidence, and clustering of the audiences.

This article explores the meaning and critique of its foundations by explaining the history , origins , and approaches to academic freedom in the contemporary West. For this purpose , descriptive and analytical methods were used. From the categorization of approaches to the prescription of libertarianism , the Brubaker classifies three approaches (epistemological , political, and ethical) in two areas of documentation (statements and bills) and views of scholars (John Dewey , Bertrand- Russell, John Searle , Stanley Fish , Donna Ibn and Richard Rorty). Concluding definitions and prescriptions, the results showed: freedom and justice , science and goodwill are the most prominent principles of the West in the construction of libertarianism. These foundations , which are influenced by the philosophical assumptions of humankind , were criticized by the views of contemporary Muslim thinkers. By summarizing and analyzing the content of the critique of academic freedom from the perspective of Muslim thinkers, we can consider three concepts (characteristics) of the comprehensiveness of Islam, divine law, and a righteous society in the Islamic view of academic freedom, different from the West.

Islamic teachings and human experiences show that it is possible that in the life of every human being, material comfort and well-being (objective well-being) is achieved, but for some reason a sense of life satisfaction and happiness (subjective well-being) is not achieved. The present study seeks to explain that the institutionalization of personality and moral characteristics emphasized by Islam along with economic education, has the capacity to increase the Subjective well-being (SWB) in addition to providing objective well-being. In this study, using descriptive-survey method and using a questionnaire tool and random sampling method of 451 students from the student community of Ferdowsi University of Mashhad, the relationships between moral and personality traits of patience, creativity, self-esteem, self-esteem and risk-taking with Subjective well-being (SWB) has been examined. The findings of this study show that there is a significant direct relationship between these variables and Subjective well-being. Also based on regression analysis, self-confidence, patience and self-esteem can significantly increase students' Subjective well-being. The education system of any society can play its role in increasing life satisfaction by recognizing significant predictor variables in the creation of this state and using its tools.

The present study aimed to analyze the status of ethical values in elementary school textbooks. In terms of the research method, it is descriptive, based on content analysis method. The corpus to be analyzed included five textbook titles of the elementary school – Farsi, Let’s Read, Farsi, Let’s Write, Social Sciences, Heavenly Gifts, and Teaching Quran – purposively sampled during academic years 2018-19. Content analysis list of seventeen ethical values, including justice, chastity, fight against injustice, courage, sacrifice, humility, patriotism, trusteeship, Sympathy, Perseverance, honesty, patience, benevolence, respect, appreciation, keeping promises, and forgiveness constituted our data collection tool, whose validity was determined by using experts’ opinions. The collected data was analyzed by using descriptive statistics indices in Shannon entropy analytical process. The results of the analysis revealed that the above ethical values were mentioned 413 times in the selected textbooks: Farsi, Let’s Read (122 times), Farsi, Let’s Write (63 times), Social Sciences (61 times), Heavenly Gifts (87 times), and Teaching Quran (80 times). In terms of the relative importance index, the following six ethical values were among the most important values highly noted in the selected textbooks of the elementary school: courage (0.066), appreciation (0.066), sacrifice (0.065), benevolence (0.064), patriotism (0.063), and patience (0.06).