نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال ششم شماره 19 (تابستان 1400)

In this study, the effectiveness of cognitive-behavioral therapy with Islamic approach on social anxiety of the first and second period high school female students in the 2019-2020 school year was investigated.

The research method was a mixed one (qualitative and quantitative). The first part of the research (preparation of a cognitive-behavioral package with an Islamic approach) was performed qualitatively using the analysis of religious propositions. To investigate the validity of the package, some religious experts were asked to give comments on rightness of traditional readings by scholars and the accordance of the suggested techniques in the Islamic cognitive-behavioral package with the objectives of each session. The quantitative part was of quasi-experimental type consisted of two cognitive-behavioral groups with an Islamic approach and a control group. Among those who referred to the Education Counseling center in Kerman city with a complaint of social anxiety, 36 persons were studied by available sampling method, and 18 subjects were randomly assigned to each group. The data collection tool was the social panic questionnaire of Connor et al (2000). Data analysis was performed using descriptive statistics, univariate analysis of covariance and SPSS-22 software.

The findings showed that cognitive-behavioral therapy with Islamic approach significantly reduces students’ social anxiety (P<0/001).

Based on this study, it can be suggested that this treatment be used to reduce students’ social anxiety.

One of the most important, valuable and emphasized issues in education system is the discussion of organizational justice, the observance of which is important and necessary in the ‘education organization’, which is an educational organization wherein the future infrastructure of human resources of the society is formed. For this reason, the purpose of this study is to design and explain the model of organizational justice with the approach of Islamic values.

The research method is qualitative in terms of data nature, and applied in terms of purpose. The participants in the research are 27 professors, specialists and experts of Education Organization in Ardabil Province, who were selected by purposive sampling. Data were collected through in-depth semi-structured interviews and data analysis using content analysis technique and MAXQDA software. The data triangulation method was used to evaluate the validity of the research and the Holsti’s method was used to evaluate the reliability.

The results indicate the identification of three main themes for organizational justice with the approach of Islamic values, including distributive justice (non-discrimination in law enforcement, appointment and employment according to Islamic standards, trusteeship, equitable distribution of facilities, etc.), procedural justice (adherence to the Qur'an, possessing piety, observing what is lawful and unlawful, institutionalizing enjoining the good and forbidding the evil, forgiving while observing mistakes, having strong spiritual and religious support, etc.) and communicational justice (feeling of religious brotherhood, sincerity in work, preserving human dignity, having good relationships with each other, suppressing anger, humbleness towards employees, etc.). Also, the necessary grounds and contexts for the implementation of organizational justice and its consequences were identified.

the present study aims at analyzing the content of school textbooks from the viewpoint of aesthetic dimensions and parameters with an emphasis on the Qur’anic beauties.

the present study is of practical type with a quantitative approach. Its method for gathering and analysis of data is of content analysis type. The statistical society of the study was the content of the textbook of the ‘Heavenly Gifts’ in primary schools in 1399-1400 SH school year. The statistical sample of the study consisted of the textbooks entitled the ‘Heavenly Gifts’ in the primary school. The tool for gathering data was the researcher-made checklist for the parameters of aestheticism. For analyzing data, we used descriptive statistics and Shanon’s entropy.

the findings showed that in the group of material beauties, 17 cases were for beauty of nature, 14 cases for beauty of animals, 6 cases for beauty of the sky, and 2 cases for the beauty of human and human artifacts. In the group of spiritual beauties, 38 cases were for beauty of the faith, 17 cases for beauty of knowledge, 11 cases for beauty of forgiveness and forbearance, 10 cases for beauty of one’s intention, 4 cases for beauty of patience and endurance, and no case for beauty of wisdom. The results of Shanon’s entropy showed that weighting coefficient (Wj) was 271for human’s beauty, 142 for beauty of the sky, 189 for animals’ beauty, 125 for nature’s beauty, zero for beauty of colors, and 271 for beauty of humans’ artifacts. Similarly, the Wj was 331 for patience and endurance, zero for beauty of wisdom, 182 for beauty of knowledge, 294 for beauty of intention, 0.074 for beauty of forgiveness and forbearance, and 115 for beauty of the faith. Besides, the highest use of rhetorical beauty in the Qur’an was for question with 26 cases of frequency.

we can conclude that in the textbooks entitled the ‘Heavenly Gifts’ in primary schools, not all dimensions of material, spiritual, and rhetorical beauties have been paid attention to equally.

The present study was conducted to identify the parameters of the Islamic approach in moral education and analyze the content of the Quran textbooks in the junior high school based on those parameters.

This study was conducted with a combination of library, Fuzzy Delphi, and Qualitative-Deductive Content Analysis Methods. In the library studies section, the research community consisted of scientific resources related to the research topic and the sampling method was available, which continued until the information saturation. The card repertoire was used to collect data and a qualitative method was used to analyze the data. In the Fuzzy Delphi section, the statistical population included professors working in universities of Hamadan Province in 1399 SH in the Fields of |educational science, psychology, and theology, 40 of whom were purposefully selected as a statistical sample. A researcher-made questionnaire was developed to collect data and the parameters of descriptive statistics were used to analyze the data. In the content analysis section, the statistical population consisted of the Quran textbooks for the junior high school, which were examined by the census method. A researcher-made content analysis checklist was used to collect the data and Shannon Entropy method was used to analyze the data.

The findings indicate an unbalanced distribution of parameters of Islamic approach in moral education in the content of the abovementioned books, in a way that the highest coefficient of importance is related to the Index of enjoining good and the lowest coefficient of importance is related to the indices of attention to innate human tendencies, self-improvement and self-actualization, self-knowledge, conscious choice and voluntary action.

it is necessary to review the content of the abovementioned books based on the characteristics of the Islamic approach in moral education.

The purpose of this study is to explain the concept of spiritual education for children (S4C) and its principles with an emphasis on the Theoretical Foundations of Fundamental Transformation in the Formal Public Education System of Iran, and exploring the opportunities and challenges of e-learning for it.

This is a qualitative research, and its statistical population consists of the document of Theoretical Foundations of Fundamental Transformation and all available texts and resources related to the concept of spirituality and spiritual education for children as well as e-learning. The statistical sample was selected through purposive means. Then, using the method of transcendental analysis, the concept of children's spiritual education according to the Theoretical Foundations of Fundamental Transformation was explained, and using Frankena’s deductive model, three important principles of children's spiritual education related to its cognitive aspect were inferred and explained, and then, using descriptive-analytical method, the opportunities and challenges of e-learning in achieving the mentioned principles were discussed.

The results of the analysis showed that the spiritual education for children (S4C) focuses on the knowledge about Allah as the source of spirituality, nurturing the child's spirit and inclinations towards Allah, and the realization of a ‘Purified life’ in all aspects of the child's life. It was also clarified that the three important principles of children's spiritual education in its cognitive aspect are: the principle of cultivating correct thoughts and beliefs about Allah as the source of spirituality; developing the child's perspective on the beliefs and spiritual possibilities of his/ her religion and other traditions and religions; fostering the children's critical thinking. Furthermore, developing children’s spiritual literacy through open sources, access to reference human resources with the least restrictions, and creating spiritual communities are some of the opportunities of e-learning for S4C. Also, empowerment of teachers and management of children's educational process, their need to have the necessary attitudes and communication skills in e-learning, the monitoring and guiding learners' participation, and understanding distance learning from children’s viewpoint, and evaluating and guiding children towards self-direction are some of the major challenges of e-learning for S4C.

Children should acquire the necessary spiritual literacy in the field of spiritual education based on the Theoretical Foundations of Fundamental Transformation so that they can act wisely and consciously about their spiritual orientation. In this regard, e-learning opportunities can be used to overcome its limitations and challenges for the spiritual education of children.

This study aimed at designing a native-Islamic model of media literacy based on the evolutional documents of education in the formal and public education system of Iran in 1399 SH.

Using the library and documentary study method in qualitative research methods, a comparative study of the experiences of leading countries in the field of media literacy, and an analytical study of educational documents of education were conducted. The research population included documents and information on media literacy in the three leading countries of Canada, Japan, and Australia, as well as the educational evolution documents including the document of the theoretical foundations of fundamental change, the document of a fundamental change of education, and other supporting documents including documentation of space supply subsystems, equipment and technology, national curriculum, financial resources, research, guidance and management, and teacher training. This study used the purposive sampling method and to analyze the information, comparative study methods and inductive content analysis were used.

The research findings indicate the conceptualization of media literacy in redefining all dimensions (principles, definition, characteristics, approach, and perspective). Accordingly, the model of media literacy was designed on the basis of the values and foundations of monotheistic worldview, with an emphasis on the position of the divine caliph, rationalism, responsibility, acquiring knowledge, limitation of cognition, emphasis on purified life (based on individual and collective growth), hierarchical nature of purified life, educational justice, emphasis on benefaction and forgiveness, emphasis on promoting the aesthetic dimension in all components. One of the most important features of this model is the approach and perspective of "Position recognition and improving position in the media space" and "continuous development and excellence of learners' media identity", which has not been considered in other models of media literacy.

Therefore, by designing such a conceptual model, all media literacy processes in the country find a native-Islamic direction and get rid of fragmentation and confusion.