نشریه تربیت اسلامی
پیاپی 41 (پاییز 1401)

Moral education, as one of the most important elements of an educational system, has a major contribution in the direction of that system. The perspective based on which we choose to face moral issues, makes the educational system in a completely decisive way. Therefore, moral education is not only a specific field of education, but also shows the depth of the education system. In the meantime, virtuous ethics as an alternative to action-oriented moral systems can create a different perspective in our understanding of moral issues and make the foundation of moral education undergo a fundamental transformation. The purpose of this article is to analyze and formulate this role in the macro educational system to determine that quality moral education can be a different framework for the entire educational system. In this article, an attempt is made to first philosophically and theoretically address virtue ethics in relation to the impact on the educational system, and on the other hand, not only a specific aspect of this system should be considered, but the effect of ethics on the entire educational system should be investigated. The article finally ends with the approach that virtuous moral education will establish a different attitude to the field of moral education because many of the foundations of moral education in the formal education system are based on a rule-based and external approach that is allowed to form Internalization deprives educators of moral structures. In virtuous moral education, the goal of moral education will be to pursue moral perfection in various aspects of the life of educators, and not just to do their homework.

Sexual education and health is the basic foundation for achieving health in various aspects of societies and is one of the important concerns of educational institutions and families. The aim of this study was to provide patterns of health-oriented sexual education in different developmental periods, qualitatively and by documentary analysis method. According to the specific sexual conditions and issues of the individuals, four periods of childhood, adolescence, youth and the post-marriage were considered. Based on the characteristics, tasks and developmental challenges, a specific strategic pattern for sexual education and health was obtained for each period. Pattern of health-oriented sexual education in childhood was identified with three components "protection, care and prevention", in adolescence with three components "care, prevention and control", in youth with three components "prevention, control and health" and in the post-marriage period with three components of "satisfaction, health and chastity". Success in each period is a prerequisite for the optimal realization of the pattern of the next period. These patterns show the developmental process of sexual education of individuals according to their developmental challenges and sexual education programs based on it, will provide sexual health of individuals in all developmental periods.

The purpose of this study is to identify the components of professional ethics considered by school principals in evaluating teachers 'performance and to examine their impact on teachers' job productivity. The method of this research is mixed. The research strategy was in the qualitative part of thematic analysis and for this purpose 16 interviews were conducted with experienced school principals in District 1 of Bandar Abbas. By analyzing the content of the interviews, the components of professional ethics of human dignity, justice and fairness, fidelity and confidentiality, realism, attention to growth and excellence, compliance with rules and regulations, critique, commitment and expertise, honesty, and transparency to evaluate the performance of teachers are identified. The identified components were divided into three categories: ethical components considered in dealing with teachers, individual ethical components of the principal, and ethical components required in the school environment. The quantitative part of the research is based on two questionnaires, a researcher-made questionnaire to assess the professional ethics of school principals and a questionnaire based on the Hershey and Goldsmith productivity questionnaire, which is designed to measure teachers' productivity. With statistical analysis in the quantitative part of the research, the main hypothesis of this research was confirmed and there is a positive and significant relationship between the observance of professional ethics in teacher evaluation and their productivity

The aim of this study was to identify the components of the teacher approach in students' religious education to prepare them for the Mahdavi community. The qualitative research approach was conventional content analysis. Participants included teachers working in schools of Ardabil city in the academic year 1400−1401, 14 of whom were studied by purposive sampling of the index type. In this regard, semi−organized interviews were conducted and sampling continued until data saturation. Data validation The method of data rich description and researcher self-review and to determine the reliability of the data, the simultaneous review method was used. The results showed that 7 components of religious ontology (inconsistency, phenomenology structure, norm−oriented), narrative selection (spiritual meaning, religious characterization, Fundamentals of Emergence), religious anthropology (spiritual development, futurism, Belonging to Beliefs), Religious research (Mahdism discourse, Criticism, context studies), Authority (Leadership, Modeling), Integrity of Religions (Crisis of Biology, Religious Sharing), Identity of Waiters (Religious Welfare, Character Development, Thinking, Self−Determination) are the main themes With 172 primary themes, they provide the conditions for Mahdavi educability of students.The results showed that teachers for a meaningful understanding of the personality of Mahdi (pbuh) by students they should provide the ground for their active activities towards creating the original reality of Mahdism in order to guide human behaviors correctly.

Children's fiction is one of the most effective forms of non-formal education in addition to formal education; Influenced by the existing ideology and discourses, some educational elements are in the center of attention. Mahmoud Hakimi, as one of the most prolific children writers in the social and political space of the years before the Islamic Revolution and in opposition to the discourse of the domination system, has written stories for children and appropriate religious education that was his concern and part of the intellectual community at that time. He has chosen for his stories. The present study uses the method of critical discourse analysis and purposefully tells the story of "Flying to the Planet of Freedom", which is a kind of religious story, with the aim of extracting some educational elements, including; It has analyzed and explained the educational goals, behavioral patterns and educational methods that are most considered in belief systems (ideologies). The results of this research in terms of discourse analysis is that Hakimi has Five common discourses of his time, namely; The leftist Marxist discourse has described and criticized Christianity, nationalism, secularism, and Shiite Islam. The Fifth discourse is the dominant discourse and belongs to the wise discourse, and the educational themes in this work are influenced by the same discourse and are formed in contrast to other discourses, and while marginalizing other discourses, it has superiorized its discourse.

Shiite Imams, as the final source of knowledge after the Messenger of God (PBUH), were able to surpass their scientific authority over other currents of thought-belief in a period when one of the characteristics of which was the spread of Islamic sciences. Islamic sciences mean sciences whose subject and issues are the principles or sub-principles of Islam or things on the basis of which the principles and sub−principles of Islam are proved. According to the needs of the Islamic community and the need to confront heresies and deviations, Islamic sciences were defined in the educational priority of Shiite Imams; However, achieving scientific authority in these sciences was not an easy task, especially when the current and educational currents active in this field were equal to them. . Pathology of the conditions and obstacles that existed in front of Shiite Imams in teaching Islamic sciences is the desirable goal of this study To clarify the fact that in what difficult political, social and intellectual conditions she was able to establish the foundations of Islamic sciences And why the Islamic society, as a single body, did not accept his authority. Based on this, two questions are considered in this article.  −What effective obstacles hindered the teaching of Islamic sciences by Shiite Imams? −What harm did these obstacles do to the program of Shiite Imams in teaching Islamic sciences?