مجله پژوهش های تعلیم و تربیت اسلامی
پیاپی 15 (بهار و تابستان 1399)

One of the often hidden problems of the teenagers of our current generation is going to the dangerous field of morally reprehensible relationships. The purpose of this article is to seek to understand the causes, reasons, contexts and personal and social traumatic consequences of these types of relationships among female students, based on their lived experience; In this way, to provide a practical and educational solution to reduce this type of reprehensible relationships and their harmful moral consequences. Therefore, an attempt has been made to retrieve, narrate and analyze the experience of 10 female students in the first and second grade of high school through interviews using the biographical and narrative research method. In the text of the research, while specifying Some of the factors and contexts of the emergence of such relationships, a preventive solution for the non-fulfillment of these types of relationships, have been stated from the perspective of the philosophy of education in the field of sexual education. The results of the narration and analysis of the researched students' experience show that the weakness of sexual education and lack of education in this field of education are among the most important factors in the formation of these morally reprehensible relationships among students, in addition, the lack of insight in The field of how families and some school parents face this phenomenon increases the intensity of these relationships and it seems that adherence to the realization of education components in the field of sex education (explanation - presentation of standards - internal mobility) and critics) can be a suitable solution to prevent this type of communication in teenagers and in addition can provide the right educational plan to the guardians of education such as families, schoolmates and supervisory and cultural institutions and prevent them from taking action. Unmeasured educational actions in this field, such as expulsion from school, severe physical punishment, threats and quarantine, reprimand and blame, etc. are prohibited.

A coercive adulteration of intercourse with inter-spouse couples, however, may result in adaptation to different spouses, if there is a conflict between them. Wahid En Posseghi's impact on ethical education is morally retarded by Islamic conspiracy. Fury-tested experiments with semiotic experiments used by pre-test-retest trials. The Ammariyani en masse included intellectuals killed by the Holy Prophet Mohammad Noor Isfahan in the year 1396. Thirty-two of the intellectuals were sentenced to death by the Nur Esfahan, who were randomly selected by the title company and randomly selected in two group trials (15 spouses) and group control (15 spouses). The group has been tested for 10 consecutive sessions with an ethical attitude. Abazar Peugeot Magnificent Spencer (1976) Bud. Analysis and analysis is the use of analysis variables to perform a few variables. The results of the analysis and analysis are marked by differences between the two groups, ideologically fornicating and dimensions (consent two males, coexistence two males, agreement two males, and mare love). On the basis of this, morals are motivated by the ethical imperative of interconnectedness and adulteration in Islamic relations. In this regard, today's concluding rehearsal program will focus on the morals of the spouse.

The main questions of this research are: 1- What topics can be introduced as the ultimate goal and general goals of moral education based on the moral theories of Allameh Tabatabai? And 2- What are the principles governing moral education based on Allameh Tabatabai's moral theories? In this research, analytical-inferential research method has been used. As in explaining the analytical method and in concluding and discovering the educational implications, the inferential method has been used. In this study, it was found that the ultimate goal of moral education is the highest degree of nearness to God, that is, the virtues of God. This educational goal can be divided into three cognitive, emotional and practical dimensions in such a way that in the cognitive dimension, knowledge of God and during the stages of monotheism, in the emotional dimension, the love of God and His saints, and in the practical dimension, obedience to God and His saints Includes. It was also found that based on Allameh's moral theories, seven educational principles can be introduced that are necessary to govern the course of moral education that is carried out in order to achieve these goals. As these principles are: 1- The principle of equality, 2- The principle of realism, 3- The principle of balance between matter and meaning, 4- The principle of sociality of moral education, 5- The principle of priority of one's soul in moral education, 6- The principle of mitigation and facilitation of duty, 7- Principle of education priority.

Judging whether moral decisions are rational or not is one of the important concerns of moral philosophy and is one of the most important issues of educational philosophers. John Dewey has been the theorist as one of the most influential twentieth-century educational philosophers in this field. By designing the theory of "dramatic rehearsal," he explains how human reflects on ethical situations, and subsequently outlines his point of view on moral education and the expression of its most important components. In this research, by analytical-critical method, we review and critique Dewey's view from the perspective of Allameh Tabatabai. The results show that Dewey has focused on the natural needs of the practice of acting in the practice of ethics, and has commented on good cause in making decisions about moral action. While Allameh Tabatabai, with the design of the theory of practical credit, has taken into account both natural needs and innate needs in the practice of ethical action, he has also considered the good cause and the current goodness in deciding whether to do moral action. And (in the educational sector), there are three critique of Dewey's view from the perspective of Allameh: 1- Dewey's material and terrestrial view of ethical education 2- ignoring the element of innate as one of the necessary conditions for moral education; and 3. not paying attention to the element of faith as one of the important components of moral education.

Empathy is one of the moral-educational concepts in literature and biological and social culture of human beings. Empathy and empathy are very close in terms of meaning, but they also have a subtle difference. Empathy is the power to enter another person's feelings or mind, and empathy is the power to enter another person's personality and to imagine his or her experiences. In the present study, the structure of empathy and sympathy in the stories of the matchmaker girl: Christine Anderson. Christmas carol: Charles Dickens. Loving grandmother: Hossein Majidi. Happy Prince: Scarwild. Queen of Bees: Friendship and the best bread for the kindest animal: Faraj Elahi. Uninvited guests: Barber, checked. On the other hand, the concept of empathy and empathy has been discussed in Islamic teachings. The aim of this study is to investigate the mentioned structure and its manifestation in religious and fictional literature, and at the end, the educational approaches of this concept in the institution of education are discussed. In the original teachings of Islamic culture, empathy and sympathy in dealing with other people is recommended.

The comprehension of Qur’anic problems and concepts has always been noteworthy for different thinkers. It has been intended in this research to investigate the concept of " Osr, i.e. hardship" and clarify the intermediate goals related to the ultimate goal of" guidance". To accomplish this purpose, all the Qur’anic verses in which the word " Osr, i.e. hardship" has been used, in the verses 6-7 (Talaq), 8 (Qamar), 180- 185 (Baqarah), 5-6 (Ensherah), 73 (kahf), 117 (Tawbah), 10 (Layl), 9 (Moddasser), and 26 (Forgan) were analyzed through applying linguistic or conceptual analysis method to extract the ultimate and intermediate related goals. The results of the research showed that the word " Osr, i.e. hardship"can be analyzed via " including relationship" between the concept of "guidance" as the ultimate goal, and other aspects of ideological, religious, economic, social, and the intellectual, practical, and educational respects as the intermediate goals. Intermediate goals in religious respect with individual growth and self-knowledge, in religious respect with the difficulty of some religious orders and matters, in economic respect with emphasis on charity, and forgiveness, etc., in social respect with relying on virtuous and just behavior and in intellectual, practical and educational respect with recognition and intentional behavior, have been explained. In such of view, the intention of God from hardships and disasters of humans and even from the divine trials and afflictions is their guidance and transcendence. These hardships occur in different aspects of humans’ life in accordance with the diverse respects of education.