نشریه پژوهش در آموزش معارف و تربیت اسلامی
سال چهارم شماره 3 (پاییز 1402)

The purpose of the present research is to study lived experiences of student teachers (practice teachers) at Farhangiān university in terms of religious education issues and harms in high schools. The research method was qualitative and the population consisted of students at Amir Kabir Farhangiān university. Student teachers in social science education at Amir Kabir Farhangiān university in 2022 were chosen as the research sample, among whom 31 members were selected based on purposive or systematic sampling. The number of samples were determined based on the theoretical saturation principle. Data collection method was semi structured interviewing and the data analysis method was based on content analysis. After transcribing the interviews, narrations from student teachers were coded, classified, and thematized. Their experiences in terms of religious education issues and harms in high schools were classified within 3 main themes including curriculum issues, teachers’ issues, and assessment issues. As for the first theme, the students mentioned that the curriculum content of Religion and Life has not dealt with the needs of adolescence and is irrelevant to daily issues. Besides, the content of the book is not interesting and most of its lessons are repetitive and boring. As for the second theme, student teachers acknowledged that theology teachers at schools are not using suitable methods to teach the book and even some of them do not have necessary skills of teaching so they cannot communicate concepts to the students and just deal with explaining mere rules and ignore philosophical and logical interpretation behind religious issues. As for the third theme, student teachers under study stated that religious education lessons at schools have not made any change in their life and learning them is merely for passing the course.

The purpose of the present study is to review university living and prayer among people above 18 in Gorgan. Using a survey method, sampling was done from among academic (194 members) and nonacademic (168 members) candidates. The results of Mann-Whitney test (α=0.05) showed that there is not a significant difference between academic and nonacademic people in terms of commitment to obligatory prayers. However, religiosity of those at universities has become an individualistic trait so their inclination to public prayers is less. The results of Kruskal-Wallis test (α=0.05) also showed that there is no significant difference between students and graduates from different university majors (humanities, basic science, and technical-engineering) in terms of their commitment to obligatory prayers. Between aspects of 2 important variables of socialization (university living and religious-family education), 2 aspects of “religiosity in the first semester” and “religiosity of university friends and companions” as well as “the importance of religiosity for brothers and sisters” has more positively strong relation with commitment to prayers and inclination to public prayers among academics.

The purpose of the present research is to study various questions and answers by girls and boys aged 12-13. This research was conducted in a qualitative paradigm. Data collection was done through in-depth interviews with 249 children who were chosen by systematic (purposive) method based on maximum variation sampling. For data analysis, comparative content analysis with a descriptive-interpretive approach was used and the unit of analysis was every single question and answer. The results showed that children ask many different questions in various fields of science; yet most of their questions are related to religion. Philosophy is also among the first 4 fields from which children ask questions. Their philosophical questions in that age group fall in ontology, metaphysics, epistemology, and religious philosophy. Analysis of their answers indicated that they were more independent in raising questions than answering them as they were more under the influence of contents written in their school books in their answers. In general, girls were more accurate in their answers, had better rhetorical techniques, used more explanations, and were more familiar with the concepts and themes of questions.

The purpose of the present study is to review rational and mystical aspects of prayer from the view of Hāj Mollā Sazevāri Based on Asrār ol-Hekam. The research method is descriptive-analytic and the results indicated that Hakim Sabzevāri’s unique outlook on mystical, rational, and jurisprudential journey of prayer makes those who pray be in a spiritual and mystical journey and reach rapture and recitation of the divine beloved who is the purpose of creation during each section of their prayers including its introduction and pillars. Afterwards, prayers will achieve a different perception of imitation such that they perform this virtue enthusiastically and passionately every time. Therefore, stating the secrets of Asrār ol-Hekam can open the way for humans in the current century to bond with prayer. In some cases, Sabzevāri’s mystical and philosophical approach to explaining jurisprudential rules of prayer has encountered challenges of confusion and incompatibility.

The purpose of the present research is to analyze the principle of justice in teachers’ professional ethics and its application in practical circumstances. The research method is descriptive-analytic. After studying the concept of justice, the study has dealt with the conceptual components such as aspects and levels of justice. Then, it has analyzed this concept within the most important practical circumstances of the teaching profession as well as intrapersonal and interpersonal relations at school. The research results indicate the significance of justice as the most wide-spread moral principle in teaching professional contexts and approves its role in a wide range of circumstances including inside and outside classroom as well as different relations (teacher relation with him/herself, students, colleagues, and also organizational justice in a more wide-spread range). Accordingly, identification of different aspects and levels of justice and awareness of the contexts in which educational justice should take place have an effective role in the betterment of intrapersonal and interpersonal relations at school and pave the way for creating effective teachers, effective teaching, and effective school.

The purpose of the present research is to identify theological-moral harms resulting from digital lifestyle. It is a qualitative study conducted by semi-structured interviews with a sample consisting of 10 university and seminary professors, counselors and judges in a family court, as well as 20 members of families suffering from digital lifestyle who had referred to a family court. The results showed that access to immoral information, not pursuing theological and moral issues related to children, lack of communication between parents and children, doubt in religious beliefs, and uncertainty in following religious rules lead to some harms such as identity crisis, decline of religious beliefs, social isolation, and weakness of religious, moral, and national values. Comparison between interview results with experts and families revealed that some new aspects of theological and moral harms as a result of digital life style are being created in families and their children which can be summarized as follows: theological-moral consequences from the view of experts: spreading fake and unreal content, teaching unethical concepts and giving inappropriate information, lack of attention to moral issues, new life style, changing the belief and mentality of teenagers, lack of a comprehensive cultural plans; moral and social harms from the view of families: identity crisis, decline of religious beliefs and norms, addiction to cyber space, and social isolation.