نشریه پژوهش در آموزش معارف و تربیت اسلامی
سال دوم شماره 1 (زمستان 1400)

The present study has been conducted with the purpose of surveying foundations, purposes, and principles, of religious training, in the first two decades of Islamic revolution revolving around "the general plan of education system in Islamic Republic of Iran" using qualitative content analysis. Exploring upstream documents with the purpose of recognizing the root of defects in the past as well as likely defects in future in terms of religious training are among the most important necessities for conducting this research. After Islamic revolution, along with the change of philosophy dominant in the education system in Iran, families left the issues of their children's training to the only formal and public educational institute in the country. It is while the reports indicate weakness in religious training to students at different levels. The results of this research show that religious training is derived from Islamic instructions in two fields of beliefs and religion, while the document under study regards religious training equal to Islamic training which is an inexpert outlook on this subject. Although some basics, principles, and objectives have generally and vaguely been raised in this regard, not enough attention has been paid to the field of religious training. The analysis and conclusion of the results show that the approach of religious education in the above document is not integrative that is per se one of the most fundamental causes for weakness in the religious training of students.

The purpose of the present study is to review the relationship between religiosity/religious attitude and tendency to cheating in exams among university students. This research is descriptive-correlational and its statistical population involves all the students (around 5000) at the faculty of humanities at Islamic Āzād University of Qom in 2019. Using Morgan table, 360 students were chosen by stratified random sampling and they answered to 3 Questionnaires including religious attitude designed by Barāheni, religiosity designed by Glock & Stark, and tendency to cheating designed by Savāri (2012). The results showed that there is a positive and significant relationship between religiosity/religious attitude and tendency to cheating in exams. Moreover, there is a negative relationship between subcategories of religiosity and tendency to cheating. The results of regression analysis showed that both variables of religiosity and religious attitude have the potential to predict the tendency to cheating and just the consequential aspect of religiosity among all its aspects could negatively prediction in this regard. The results of the test showed that there is a significant difference between boys and girls in terms of their tendency to cheat and that girls have a higher average. According to the results, it is suggested that by providing education in line with fostering religious beliefs and awareness and religious attitude among university students, we pave the way to decrease cheating in educational fields.

The purpose of the present study is to review, analyze, and criticize the book entitled “Professional Ethics in Education” written by Fātemeh Vejdāni. This book has been published with the purpose of providing an educational source for students-teachers at Farhangiyān University. The method of study is descriptive-analytic and the results showed that the book under study, in addition to its advantages and innovations, suffers from some disadvantages and drawbacks that were considered from two perspectives. The most noticeable drawbacks of the book include: 1) Structural and formal deficiencies: lack of correspondence between title of the book/table of contents and the approved syllabus, lacking a course book structure in writing, deficiency in giving references, lack of structural and conceptual relationship between educational objectives in some chapters, inconsistency between the summary of the chapters and their content, not observing necessary standards in "Questions for Contemplation", lack of balance in the arrangement of sections, chapters, and subchapters, and writing deficiencies; 2) Conceptual deficiencies: insistence on introductory and theoretical discussions in the first three chapters, little, inappropriate, and subjective use of religious genuine resources (The Noble Qur’an and the tradition of the infallible Imams), neglecting some arguments from the view of religious texts, mixing the history of creation and course of development with the background of research, repetitive quotations and lack of analysis, criticism, and precision, deficiency in the explanation of the concepts, concentration on the theoretical issues and negligence to presenting strategies and ethical skills of teaching. The results emphasize on the necessity of a serious consideration and rewriting of the book based on approved syllabi.

The purpose of the present study is to explain the components of revolutionary education underlying Islamic civilization with an emphasis on the Statement of the Second Step. This research is qualitative and in terms of purpose is considered explorative. The research population and domain involve the Statement of the Second Step as well as speeches of the Supreme Leader about revolutionary education and Islamic civilization. The data of research was collected using document study and note taking. Besides, content analysis has been used for the identification of the themes. For extracting the subjects, criteria, and indicators for achieving the model of revolutionary education, the text of the Statement of the Second Step as well as the speeches of the Supreme Leader were reviewed. The data was analyzed using the method of content analysis. In this procedure, the following themes were derived: 159 basic contents, 25 organizing contents for spirituality and ethics, foundations and values of the revolution, cultural components of the revolution, raising political awareness, revolutionary achievements, self-esteem, insight, idealism, knowledge, research and technology, paying attention to the promising potential of the country, development, unity of the nation, constructive monitoring, responsibility, Islamic life style as well as pervasive contents including the main axes of the revolution, causes and requirements of revolutionary training, and its obstacles.

The purpose of the present study is to explain teaching etiquette in the classroom from the view of Shahid-e Thāni. The method of study is descriptive-analytic and the results show that although Shahid-e Thāni is a religious and Islamic character, he has not just mentioned ethical points and religious responsibilities of a teacher but has also explained many teaching techniques and experiences in his explanations of teaching etiquette in the classroom. Some of the most important features of a teacher in classroom include: outer etiquette such as neat dressing, spiritual etiquette such as having a divine motivation for teaching and remembrance of God in class and piety, ethical etiquette such as kindness and respect for students, tolerance and compassion and sympathy for students, bravery, educational etiquette such as choosing suitable lessons, teaching method, moderation in teaching and creating a sense of eagerness and interest in studying, class management etiquette such as arranging the time and place of the class, ethical management of students, choosing a representative and supplement for class, and points on how to conclude the classroom.

The purpose of the present study is to analyze the content of the series of elementary school books named Hedye-hāye Āsemāni (Heavenly Gifts) from the view of their regard for the components of social and emotional needs of students. The method of study was qualitative-descriptive content analysis and in this regard, five volumes of books named Hedye-hāye Āsemāni (Heavenly Gifts) taught in the second, third, fourth, fifth, and sixth grade of elementary school in 2020-2021 were taken into consideration. Sampling was not used in this research and instead, all the sentences, pictures, tasks, and questions in the books were studied. The research instrument used in this study was a researcher made checklist for content analysis based on some selected components including 2 main and 24 supplementary ones. The results showed that among the 24 components under study, social needs had the highest frequency in all 5 books under research. The highest frequency was related to the components of invitation to religion, encouraging the spirit of enjoining good and forbidding evil, helpfulness, and kindness. Among the social and emotional needs under study, the least attention has been paid to the components of disappointment and hopelessness, autonomy, patience and tolerance, freedom of choice, justice, respect to law, assistance, and collaboration. Unfortunately, these components have no suitable place in either texts or pictures or questions of the books. The component of educating the spirit of patience and tolerance was reported to be -0- in all three sections of texts, pictures, and tasks of the books under study. Furthermore, among the components of social needs, the highest frequency was related to invitation to religion, encouraging the spirit of enjoining good and forbidding evil, helpfulness, and kindness.

The purpose of the present study is to review and analyze the extent and quality of the impact of nature/genetics on human behavior and changeability in the process of education. The method of study is descriptive-analytic and the results indicate what has been mentioned in the Qur’anic verses and traditions as a seemingly deterministic theme called “good and bad nature” is not in contradiction with human free will for changing and intellectual and behavioral transformation. Humans, despite natural and genetic harms that they inherit from their parents, can clear them away from their existence by being in a good and suitable situation or can deactivate them by highlighting their good traits. Free will in the existence of a human is an obvious issue and education and transformation in the world of events and changes is feasible and inevitable. If natural and genetic determinism were dominant on human beings, then praising and blaming and reward and punishment would be meaningless and it is against improvisation.