نشریه تربیت اسلامی
پیاپی 44 (تابستان 1402)

In the sphere of politics and in political studies, discussing the enemy and enmity and negating and proving them leads to lengthy discussions. Some views speak of purifying the enemy and try to theorize capitulation and negate resistance, trying not to introduce the enemy and his enmity in the curriculum in political education. The present study, from the perspective of the philosophy of the curriculum and based on the inferential research method, seeks to answer the following questions: ‘What is the ruling on knowing the enemy in education and how desirable is including this knowledge in the curriculum from the perspective of educational jurisprudence?’ For this purpose, eight arguments from the Qur’an and hadiths were presented and examined in an inferential way. The findings showed that knowing the enemy in education is obligatory in terms of prevention, enjoining what is good, inviting, and also in terms of the duties of the Islamic government as well as the equipment of forces and readiness for jihad and defense and incitement to it.

The new approach to bisexual education defines a new form of gender role that requires female and male characteristics for both sexes equally. One of the most important principles that is emphasized in this approach is “equality”. The basis of Islamic ethics in dealing with male and female gender is paying attention to the differences and roles according to the female and male genetic characteristics. The type of this study is library research. It evaluates and criticizes the basis of equality in bisexual education through a descriptive and analytical method, with an approach to Islamic ethics based on the Islamic sources, as well as the sources related to the main subject, including psychology, sociology and women’s studies. The findings of this study show that the Islamic ethics considers men and women, due to their commonalities in terms of value, as equal in value, but regards them as having special duties due to their difference, talents and abilities - as a natural right. Paying attention and observing them will lead to the achievement of the happiness for the individual and the society. Islamic ethics does not accept such similarity based on the men’s and women’s genetic equality in creation.

At times of crisis, patience and tolerance leads to mental health. The lack of impatience and restlessness is so important in ‘patience’ that, in some cases, patience is defined as continuous control of the soul from impatience and avoiding restlessness. Lack of control of impatience leads to many physical and psychological complications. Thus, in this study, impatience in critical situations and the methods of control it have been investigated. The type of study is qualitative (analytical), and it was conducted using a review method that is a combination of systematic review, content analysis, and literature review. The statistical population included the sources of theories, views and studies conducted on this subject, which were searched with the key words: impatience, restlessness, grief, complaint, fear, intolerance, unrest. The main sources used were books in the sphere of Islamic sources and academic papers on the subject-matter. Furthermore, the Qur’an, hadiths and traditions were especially used. The results of study are presented under the following titles: the nature of impatience, causes of impatience, types of impatience, symptoms and manifestations of impatience, function of impatience, damage and consequences of impatience, ways to prevent impatience, and consequences of of prevention. The way to prevent impatience are implemented in four parts: acceptance, relief, support, and initiative. Therefore, it can be said that impatience in a crisis causes damage, and its control increases self-awareness, self-control, and the growth of reason. Hence, learning methods and skills to control it is part of the process of patience and post-traumatic growth.

Civil education is known as one of the important functions of education, and to teach and learn civil education, there must be a model. One of the important theories related to civil education belongs to Farabi, who is an Iranian-Islamic philosopher. The present study aims at exploring the model of civil education from Farabi’s viewpoint. The approach of the study is qualitative and its method is content analysis. All Farabi’s first- and second-hand translated works, which were selected using the purposeful sampling method and convenience sampling, were explored. Thematic analysis method was used to analyze the results of this study. The findings of the thematic analysis were organized in the terms of 50 categories, 34 basic themes, 7 organizing themes and 4 global themes. The results showed that civil education and its dimensions appropriate to the culture and values of our society should be introduced into the educational system. Furthermore, this study introduced some methods of active and participatory civil education and the way to use them from Farabi’s viewpoint.

The process of human evolution and the course of the flourishment of his talents is a movement that, on the one hand, is towards the inside and the truth of existence, and on the other hand, reveals the acquired truths in the outside of the universe. This study aims at explaining the cycle of outside and inside in education based on Shahid Motahari’s thought. For this purpose, all Shahid Motahhari’s works were analyzed using a descriptive-analytical method without sampling. The findings indicate that, in Shahid Motahari’s thought, there are following relationships between inside and outside: ‘inside; truth of outside’, ‘outside; a symbol of inside’ and ‘outside; a means of inside’. He considers the education process to be a cycle between the practical manifestations of the learner and his inside, and on the other hand, he regards the right education as a movement towards inside and from the shell to the core. Therefore, the educators’ task in this view is to be fully familiar with this cycle and make a decision to improve the learners according to it, for there is no other way to reach the learners’ inside except for the manifestations of his inside in practice. Furthermore, to stabilize and strengthen the learner’s dispositions, the educator can use this cycle by repeating the correct outward action and receiving its feedback.

Kindergartens play an obvious role in the socialization and development of children. In Iran, most of these educational centers are designed based on the Western model of separation of mother and child, and they are not compatible with the authentic Iranian, Islamic culture. Hasanat Kindergarten was started to realize the mother-child companionship and interaction in Islamic education. This study aims at providing the ideal model through the examination of various aspects of the activities of Hasanat Kindergarten. It was conducted through a qualitative approach and a thematic analysis method, and it, in terms of purpose, is practical. The statistical population consisted of two groups: mothers and Hasanat kindergarten staff. The sample was selected by purposive sampling method. The research tool was a semi-structured interview based on the 5w1h model, and the content validity of the interview questions was evaluated positively from the related professors’ viewpoint. The interviews were conducted until the data saturation was achieved in 11 interviews. The data were analyzed using the Strauss and Corbin’s method through open and axial coding and the Maxqda software. The findings show that, to maintain the original and healthy relationship between mother and child, the activity of this kindergarten is in accordance with the mother-centered Fatemi education. Furthermore, in Hasanat Kindergarten, the quality of education is emphasized and child-centeredness is considered in interior design. The result of the study indicates that the activities of Hasanat Kindergarten, based on creativity, the threefold compilation of participatory content for the child, mother, mother-child; it is realized through games and fondness for books, and mother-centered learning in education and dynamic and effective evaluation.