نشریه پژوهش در آموزش معارف و تربیت اسلامی
سال چهارم شماره 2 (تابستان 1402)

The purpose pf present study is to examine Islamic theology courses teaching in Farhangian university. The research method is qualitative with an approach to phenomenology. the statistical population is the students-teachers at the Farhangian University and 19 samples are selected using sampling method. The data collection tool is the semi-structured interview and the data analysis technique is thematic analysis based on the obtained results, the extracted codes in the three main themes are categorized as the issues related to the content of the Islamic theology courses, issues related to the Islamic theology professors and issues related to students learning experiences of Islamic theology courses. In addition, according to the obtained results, the content of some of these Islamic theology courses are repetitive and they are the review of Islamic insight contents in high school. The content of some Islamic theology courses is not applicable and practical, and have little connection to their real life and teaching professions. Most professors teaching methods is lecturing and modern teaching methods or educational instruments are not applied. Unplanned and unrelated or dispersed subjects that they are not in the curriculum are taught. Classes lack of creativity and they can not attract students to participate in discussions. Examining live experience of the student-teachers in Farhangian University demonstrates that the teaching of some theology courses bears shortcomings and deficiencies in accordance with its content, implementation and performance style, and student learning methods.

The purpose of the present research is to read critically the basis of humanism and its necessity, that is, spiritual human being, self-efficacy, in rationality and spiritually theory proposed by Mostafa Malekian. In this study, humanism foundation in spiritualism of this theory, as well as spiritual man self0efficacy and actually indication has been critically discussed and examined, as necessity of this foundation. The research method was analytical-descriptive and the results revealed that incorrect understanding of humanism spirituality of human status is the absence of God and hereafter world, anti-spirituality of such spirituality and its conflict with comfort and inner or conscious satisfaction, are among the most essential challenges and criticisms on this foundation and its necessity.

The present study goal is to investigate of the rate of attention to religious training components in Heavenly Gifts books of the primary level in the academic year 1402-1403. To obtain this purpose, quantitative content analysis was applied. The unit of analysis in texts and questions is a sentence and in picture is considered a picture as well. The research tool includes the researcher-made content analysis list, which in order to ensure its validity 10 experts’ point of view in Islamic education, theology and educational sciences were used. Religious training and education components ultimately were classified into twelve components including: providing appropriate educational and training models, adopting religious subjects to the student ages, moderation and simplicity in religion, learning correct and original theology, educating religious concepts by using instances, creating in familiarizing students with moral virtues and vices, the effect of what is recommended and abominable on the mental, social and psychological health of students, encouraging students to attend in religious ceremonies. The findings revealed that the three components; that is, providing appropriate educational and training models, creativity in familiarizing with moral and ethical virtues and vices and adoptability of religious issues to the student ages, have had the highest attention getting rate in every five educational levels in primary school. The other three components; that is, responding to religious ambiguities and doubts by using examples, the effect of what is recommended and abominable on the social and mental health of students, and moderation and simplicity in religious have also received the least rate of attention getting in “heavenly Gifts” book in the fifth grade in primary school. In addition, the results demonstrate that the moderation and simplicity in religion component has been neglected.

The current research purpose is to examine the characteristics od Islam training system based on Nahj-al-Balaghe wisdom or doctrine. To do this, qualitative approach method with inductive approach was used. In order to extract the content, thematic analysis technique was applied. The crucial difference of this study with previous one is that Islamic training features are connect with the special focus on Nahj-al-balaghe and they were extracted from Imam Ali (AS) words and practices. The results demonstrated that the relationship between the quadruple themes arises in the following form: education and training should be based on training and educating human beings in the field of personal, social and religious issues. As the matter of fact, in the first characteristic, human beings should be trained and trained for social a personal life and individual skills, and in second and third features religious issues and for the fourth feature knowledge acquisition should be taught. As a result, an educational and training system must be designed that include these four features in all sections to witness the realization of Islamic theology and education.

The aim of the present study is to investigate the impact of hidden curriculum on students’ religious character, based on the quality assessment model. In this regards, analytical-descriptive model has been used to examine a holistic method with the goal of determining the efficiency of quality assessment model using a three-phase framework; that is investigation survey and explanation of the hidden curriculum allows the students to internalize certain characteristics of behavior, attitudes and insights, which plays an essential role in their personality growth. This curriculum sometimes acts toward achieving lesson goals and some other times it unintentionally causes to miss or to be far off these goals. Ultimately, in studying hidden curriculum, the quality assessment model should not only consider the differences, but also it must take into account the obvious features between the school goals and the obtained results. Hidden curriculum affects culture and lifestyle which every society choose to meet its basic needs as far as survival, durability and regularity of social affairs is concerned. In order to make the education system more effective, the impact of hidden education and training should be emphasized especially in the field of religious issues training. The teacher’s behavior, character, and personality have more influence and should not be neglected.

The purpose of the current research is to examine live experiences of students-teachers of Qom Farhangian University in Quran teaching course. In this study, qualitative approach and descriptive phenomenological method were applied. The sample statistical population includes students-teachers in the field of elementary in Qom Farhangian University the data was collected using semi-structured interview. The obtained data was analyzed by using Smith proposed method. After conducting the interview and analyzing them, the students-teachers experience of the Quran teaching course, were included in five themes, such as the source and content of the lessons, professors, opportunities, challenges and suggestions as well as fifteen sub-topics. The research results revealed that the experience of students is due to learning to recite Quran, modeling of teacher’s ethics and establishing a familiar content related to Quran. Furthermore, their negative experiences or challenges are the lack of Quran teaching methods and the lesson limited times, the teachers teaching methods, the lack of dynamic and liveliness in the class and interpersonal relationships between the students and teachers. Students-teachers presented various suggestions including: the use of young, competent and proficient Qur’anic expert professors in modern teaching methods and allocating more unit courses for teaching Quran in the student’s curriculum.