نشریه پژوهش در آموزش معارف و تربیت اسلامی
سال دوم شماره 2 (بهار 1401)

The purpose of the present study is to explain the ideas of Master Safā’i Hā’eri based on recognizing prerequisites and duties of an educator in terms of religious training so that the current teachers become aware of their negligence and weakness and present a plan for the betterment of their current condition. The method of study is descriptive-analytic and the obtained results from the study environment, that is to say the direct and first-hand books of Master Safā’i Hā’eri in the field of education, were reviewed. The results showed that knowing spirits, evaluation and recognition, familiarity and friendship, attraction and intimacy and setting the background, are regarded as the perquisites for religious training of an educator. After providing the perquisites, an educator should free his/her student from enslavements such as instincts and desires, people’s perceptions and words, mundane and devil manifestations and concentrate on his/her duties revolving around purity, education, and admonition.

The purpose of the present study is to criticize the curriculum of Tarbiyat Mo'allem in the Islamic Republic of Iran from the view of Islamic education. The method of study was educational expertise and criticism. In this regard, all upstream documents related to Farhangiyān University (the fundamental transformation document of education (1390), the statute of university (1391), strategic plan of university from the perspective of 1404, macro-planning of Tarbiyat Mo'allem's curriculum (1395), and approved syllabi of curriculum (1399) were studied. The results showed that in the element of educator, qualifications of professors have been neglected in the documents. In the element of headlines/conceptual fields, the number of lessons of Islamic education is too many and the concepts overlap so it has led to the sense of repetitiveness and boredom among the students. In the element of study and research references, main and supplementary resources introduced in the lessons of Islamic education do not have sufficient comprehensiveness and some of them are second-hand so less attention has been paid to first-hand resources relevant to each of the courses in Islamic education. Furthermore, Learning and performance activities in the courses of Islamic education are faulty like other courses according to the indices and levels of learning and are inconsistent with upstream documents. Besides, analytical and comparative, and evaluative activities have received less attention during learning opportunities.

The purpose of the present study is to explore the challenges and harms of religious education with an approach to irreligion among students in the second grade of high school. The method of study is descriptive and factor analysis. Statistical sample of the study includes 320 students in the second grade of high school in Kohgilouye va Boyer Ahmad Province who were chosen by cluster method through several procedures. The results of factor analysis, after rotation of the extracted factors by Varimax method, showed that six factors relating to personal and emotional features, cultural features, lack of programming, family and friends, negligence to the phenomenon of irreligion, and economic features totally explain 91.05% of the variables variation. Accordingly, it is proposed that educational managers and officials put more effort into the phenomenon of irreligion and lead students to accept religion eagerly.

The purpose of the present study is to review the process of compiling and teaching Islamic theology from the life period of the Prophet Mohammad (PBUH) until the end of Imam 'Ali (AS)'s governance. The method of study is descriptive-analytic and the results indicate that Islam's dear Prophet (PBUH), either in narrations and hadith or behavior and conduct, paid special attention to teaching knowledge, especially Islamic sciences such as Qerā'at (recitation). During the period of the triplet caliphs, due to some riots such as the riot of Ahl-e Reddah and battle against false prophets as well as the advent of the conquests era and wars out of the Arabian Peninsula, no attention was paid to compiling and teaching other knowledge except teaching Islamic sciences such as Qerā'at, Tafisir and Feqh. Imam 'Ali (AS), due to his entanglement in civil wars that began from the beginning until the end of his caliphate, could find just enough time to teach and compile Islamic instruction such as Tafsir, Hadith, and grammar. Furthermore, since the Omavi period, because some neighboring countries accepted Islam, different beliefs and thoughts were created so efforts for the compilation and writing Islamic sciences began.

The purpose of the present study is to review and analyze how much attention is paid to the criteria of moral education in the Persian books in elementary schools. The method of study is categorical content analysis, and the units under analysis include texts, poems, and images. Statistical population of the research is composed of the Persian books in the first to the sixth grade of elementary schools in 1399-1400 and the research approach is practical. For data analysis, descriptive statistical indices for frequency and percentage were used. The selected criteria under study include saying good words, patriotism, sanctity and piety, contentment, reproaching self-indulgences and desires, human dignity and self-esteem, affection and kindness, patience and tolerance, avoidance of arrogance and selfishness, and study of nature. The results showed that in the Persian books of the elementary schools, the most attention has been paid to the study of nature, affection and kindness while no attention has been paid to reproaching self-indulgence and it has no objective representation. In the sixth grade textbooks, criteria for patriotism and study of nature have the most representation while patience and tolerance have the least evidence. In general, it can be said that the emphasis of the Persian textbooks in elementary schools, firstly appropriate with the age condition of students, is on nurturing their emotional spirit and making them familiar with nature so teaching the skills to control self-indulgences and desires is in the second priority and is less important.

The purpose of the present study is to review problem-centered teaching methodology and its role on the improvement of students’ religious training. The method of study is descriptive-analytic and the results showed that problem solving is placed at the highest level of human cognitive function and it is considered as one of the most valuable training and educational goals. Problem solving skill is a systematic process and it focuses on the analysis of problems by the ability in recognizing the problem and passing its procedures. With respect to the importance of knowing religious concepts, turning them into heartfelt beliefs, and applying them in the students’ behavior, problem-centered teaching methodology can foster the spirit of asking questions and the power of thinking among students and lead them to find appropriate answers to their questions and doubts in terms of religious training.

The purpose of the present study is to review science and its realism from the view of Mullā Sadrā and its effect on teaching the similarity between the theory of ghost and mental existence based on transcendental wisdom. The method of study is descriptive-analytic and the results showed that Mullā Sadrā's theory can compromise between the theory of mental existence, supplement and ghost in epistemology and can answer some arguments against the theories of ghost and supplement based on existentialism. His theory is also compatible with the perception of western philosophers. Existentialism and obligation to its requirements in epistemology can help us to distinguish between reality and appearance and that we always achieve appearances while we are deprived from knowing realities. This cognition is just similar to the external world or enjoys that. Science is the only narrator of the external appearance and what is basically effective in achieving science is the recognizer's mind and mental faculty so observing the principles of acquiring science can guarantee its realism. Obligation to existentialism and its epistemological requirements is effective on a teacher's teaching method, his/her interaction with students, how much attention he/she pays to their questions and arguments, certainty and credibility of educational contents, and so on.