نشریه تربیت اسلامی
پیاپی 36 (تابستان 1400)

The purpose of this research is methodologically explain and evaluate the conceptual analysis process of "education" in the research entitled as:"Introduction to the philosophy of education of the Islamic Republic of Iran" (Bagheri 2010) and to identify the strengths and weaknesses of this process and its results. This process has been explained by retrospective analysis and external and internal critique. To achieve the objectives of the study, the conceptual analysis process used to define “education” in the “research” is methodologically explained, leading to the identification of seven methodological assumptions for this process. Then, its methodological assumptions are evaluated on the basis of a set of criteria that explain the methodology of processing educational concepts in the philosophy of education with an Islamic approach. These criteria are: 1-. Attitude to the philosophy of education as a product of human productive reason which can only be attributed to religion if it is inspired by religious texts and the educational practices of religion 2. The concept of education as a normative matter of credit and the product of human invention (albeit according to the needs and realities of human life).3- Using controversial reasoning in definition the concept of education 4-Considering educational concepts as a product of human creativity ( with meeting efficiency and indigenous and social needs and being proportionaal to worldview and accepted value system as a criterion for validating educational concepts. (not conforming to the objecive facts or content of religious texts)

Human guidance as the main function of the Quran in all the verses. In the meantime, the process of prescription and collection of unconscious and obsolete verses as part of the Qur'anic verses contains significant educational implications that the neglect of this role leads to the notion of futility, denial and ineffectiveness of these verses and, consequently, the origin of the theory of denial of obsolete verses On the part of some Qur'anic scholars, while in these attitudes, the implications of the process of Nazis remain neglected. The author believes that obsolete verses, as part of the process of manuscripts, contain important educational implications that it would be impossible to extract these concepts by prescribing the abolition and ineffectiveness of obsolete verses.

The strong return of religion to the social arena in recent years has tied the future of secular states to their "ability to manage how they should face the religious"; some secular states have considered teaching the "religious education" as a best path to peaceful coexistence.Ghana in West Africa is one of the pioneers in providing "religious education" by the secular state. Desk research and field research on the situation of religious education centers in Ghana show that, despite the overwhelming hemming and hawing, it has been nearly 60 years since the Ghanaian government adopted a "religion and moral studies" course in public education with an Approximate Approach between the three religions: Islam, Christianity, and African indigenous religions. According to research findings, the Ghanaian government has chosen a path between "education about commitment" and "education from commitment" to provide religious education. In addition, the government is trying to free religious schools and centers within certain frameworks and structures. knowing the approaches and educational policies of this country will play an active role in the field of religious education to achieve the international goals of the Islamic Republic of Iran.

AbstractThe main purpose of this research is to Analytical explanation of religious education of child’e based on Ibn Sina's educational thinkin. From Ibn Sina's point of view, religious education is the manifestation of wisdom, the great mercy of God. In other words, legal r From Ibn Sina's point of view eligious education is the cultivation of the spiritual dimension and the establishment of a relationship with God. Ibn sina discusses the goals of religious education in tow parts: the ulitimate goals and the intermediate goals. According to Ibn sina,its ulitimate goal is to The get closer to the first right. Intermediate goals also include:getting acquainted with the acts of worship and teaching the Quran. according to Ibn sina, the stages of religious education: education at hom and the stage of educatin in school. of Avicenna was to get to the forefront of the first right. religious Education Areas: Marriage and the Environment. Principles of religious education include: familiarity with worship and the principle of moderation. Regarding methods, method of preparation, modeling and familiarity with religious sites is debatable. Ibn Sina's content of legal education includes: worshiping content and familiarity with prayer and prayer. Based on Bouali's statements, the factors of religious education include: family, school and friends.

Chastely lifestyle is one of the different types of lifestyle that covers a wide domain and features the domain of interpersonal relationships. in this type of lifestyle, there is a commitment to chastity in the field of interpersonal communications. Cognitive, metacognitive, behavioral and emotional components play a role in the formation of lifestyle. This research has been done using descriptive and analytical method and in order to study the cognitive and metacognitive components of their lifestyle with attitude toward islamic sources. Tthe findings indicate that the awareness of the value of chastity, divine reward of chastity, personal and social works of chastity, personal and social effects of chastity, the wrong attitude of chastity, external barriers of chastity, religious regulations pertaining to chastity, factors and positions of chastity are among the most important cognitive components of lifestyle in islamic sources. Also, by studying and monitoring the attitudes and belief in chastity, studying the reasons of attitudes to chastity, correction and deepening of knowledge regarding chastity, validity of attitude and beliefs about issues related to attitude of chastity, monitoring and improving values, patterns and goals, continuous refining of mental input and thought and achieving the identity of chastity can lead to metacognition .

The purpose of this study was to investigate the effect of the stories from the Fatima,s style life on the moral development of students using the philosophy for children program. The study was applied in terms of purpose and in terms of quasi-experimental method. In this study, a pre-test-post-test design was used with two groups of control and experience. The statistical population of the study consisted of all sixth grade female students in Shahrbabak primary schools. They were selected using random sampling and randomly assigned to two groups of 112 subjects. In the first stage, both groups responded to the pre-test questionnaire. In the next stage, the stories taken from the biography of Hazrat Fatemeh were told to the experimental group in 10 sessions of 45 minutes. But the stories were not presented to the control group and the students in this group did not have any conversations or questions or answers. At the end of the sessions, the questionnaire was presented again in the experimental and control groups. The data gathering tool was a researcher-made questionnaire with a five-point Likert scale. Validity of the questionnaire was based on the Delphi method and using the views of the education specialists. Reliability of the questionnaire was obtained using Cronbach's alpha test, which indicates a high or acceptable reliability (more than 0.8). At this reasearch the components of moral development were: righteousness, acceptance of responsibility, helping others, honesty, keeping one's promise and forgiving the mistakes of others. ...