نشریه علوم تربیتی از دیدگاه اسلام
سال یازدهم شماره 3 (پیاپی 22، پاییز 1402)

This article explain how to educate morally basaed on the interpretations of Molla sadra. The  research was done with the method of comparative and inductive content analysis.The principles and methods of moral education are classified into two categories, negative and positive, referring to the two main stages of evacuation and discharge in transcendental moral education.Based on this, five principles and seven methods have been extracted in the negative part, and eight principles and six methods have been extracted in the positive part. The principles of the negative part are:The principles of the negative part are: refining the appearance, taking care of the actions, refining the soul, avoiding the love of the world and taking care of mental thoughts.The principles of the positive part also include: rationality, thinking, care in the path of acquiring knowledge, repetition, creating good properties, adjusting physical and emotional powers, paying attention to the difference in sizes and being selective in socializing.The negative methods are: austerity, asceticism, charity, avoiding bad company, answering doubts, avoiding inappropriate habits, and avoiding excesses.Positive methods also include: obeying Sharia, acting according to knowledge, proof, warning, creating good habits and being   situational.

The purpose of this research is to validate the conceptual scale of Hayat Tayyaba based on Islamic sources.  The research approach was quantitative and the method used was descriptive-survey.  The statistical population of the research consisted of all the faculty members of theology, education and Islamic education, doctoral students of theology and Islamic education, primary school and high school teachers of education department.  317 people were selected using simple random sampling method.  The instrument used was a researcher-made questionnaire based on theoretical studies and research background and with a Likert scale.  For its validity and reliability, content validity and Cronbach's alpha were used and analyzed by confirmatory factor analysis.  Based on the results of the quantitative part, the conceptual scale of Hayat Tayyaba was confirmed by the research sample, and the results of the confirmatory factor analysis showed the significance of all the components of the conceptual scale.

Providinga model of creating positive attitude to the faithful lifestyle in the students of Lower Secondary Education, was the overall goal of this research. The research is considered to be exploratory and applied in terms of purpose and qualitative in terms of data collection and the space prevailing over it, which was conducted based on the systematic approach of Strauss and Corbin in the grounded theory method. In the field of documentary studies, possible and available researches, studies, articles and related books, have been used purposefully. From among the experienced persons and experts in the field of education and training, a number by purposive, theoretical and snowball sampling were identified and selected. They based on the theoretical saturation point as the informant have participated in the research. A semi-structured and in-depth interview was used as a data collection tool. The interviews were analyzed during three stages of open, axial and selective coding. The required implicational conceptualization was done. As a result, 406 key sentences, 30 minor categories, 40 sub-major categories (dimensions) and 20 major categories were obtained and the model was presented. This research showed that if Person's attitude towards religion and faithful lifestyle is formed in a suitable way during the sensitive period of adolescence, in later age periods the probability of choosing this type of lifestyle and the level of adherence to it will be high. For this purpose, educational partners should be aligned and synergistic with Education Ministry in planning and activities in the process of religious education.

The aim of the study was to investigate the effect of educational conduct of the Prophet (PBUH) and the Imams (AS) on the responsibility and attitude and spiritual ability of high school male students. This research was conducted in a quasi-experimental method with two experimental and two control groups. The study population included all male high school students in Najafabad in the academic year 2022-2023 and four schools and one class from each school were selected by multi-stage cluster sampling method and 48 people in two experimental groups and 51 people in two control groups participated. To collect data, a multidimensional responsibility questionnaire based on Islamic texts and a spiritual outlook and spiritual ability questionnaire were used. The validity of these questionnaires was reviewed by subject experts and the reliability of the questionnaires was also reviewed and confirmed through Cronbach's alpha. Descriptive statistics and analysis of covariance were used to analyze the data. The findings showed that teaching the educational conduct of the Prophet and the Imams does not have a significant effect on one of the components of responsibility, such as responsibility towards nature. But it has a significant impact on the rest of the components of responsibility, such as responsibility to himself (meditation), society and God. Also, the implementation of the program in the experimental group had a significant effect on the spiritual outlook and spiritual ability of the students.

The current research was conducted with the aim of presenting a model of gamification of religious education in elementary school. The research method was a combination of two exploratory and sequential methods. The participants in this research in the qualitative part were 11 university experts and curriculum managers, and in the quantitative part, there were 2,284 assistants and educators of the 19 districts of Tehran. In the qualitative part, targeted sampling and based on the principle of saturation, and in the quantitative part using Cochran's formula, a sample size of 330 people was sampled by stratified random method. The data collection tool in the qualitative part was a semi-structured interview, and in the quantitative part, a closed questionnaire was developed based on the results of the qualitative part. Validity and reliability in the qualitative part were confirmed by checking the validity, transferability, trust and confirmation and calculating the stability and repeatability indices. In the quantitative part, construct validity and reliability were checked by calculating Cronbach's alpha. Data analysis was done in the qualitative part by thematic analysis based on Atride-Sterling approach and in the quantitative part, the first and second order factor analysis was done using structural equation modeling in the form of Lisrel software. The findings of the qualitative part showed that the gamification model of religious education has 35 basic themes and 6 organizing themes, including goals, sources of narration, axes of narration, game components, design and personalization. The few sections showed that the fit of the mentioned model is suitable. The results of the research show that gamification is a suitable tool to be used in the religious education of elementary school students, and based on the identified themes, it is possible to design a game in this direction.

The statement of the second step of the Islamic Revolution is one of the most important policies and measures of Ayatollah Khamenei in moving forward with the Islamic Revolution, and the education system plays an important and essential role in realizing its horizon. Therefore, the aim of the current research was to identify the desirable indicators of the educational guidance and counseling system in the civilizational horizon of the declaration of the second step of the Islamic Revolution. The current research is a qualitative and descriptive research of an analytical and inferential type with the purpose of development. The method of data collection was documentary studies and the research tool was surveying. The studied example for calculating the indicators was reading the entire text of the second step statement document of the Islamic Revolution. For the calculation of descriptive-interpretive indicators, the point of view of 4 educational guidance and counseling specialists who had a history of working in education was used, and in the field of directional policies, Ayatollah Khamenei's statements were exemplified. The researchers used the content analysis method to analyze the data. In this research, based on the accurate and complete reading of the text of the statement of the second step, the data were counted and coded. In the first stage, the components were counted and in the second stage, the components were classified and the main categories were obtained. In the first stage, 33 components were identified, which were placed in two categories of indicators related to the guidance and counseling system and the requirements and guiding policies of the guidance and counseling system. In the second stage, the guidance and counseling system has six main categories of nurturer, helper, identifier (future-making), spirituality-oriented, preparer and provider of specialized services, and the requirements and policies of the guidance and counseling system in the form of five main categories of provider and They were classified as guaranteeing, deepening and institutionalizing, socializing, promoting and transforming discourse. The results of the present research in the field of developing the required models of education in order to respond to the needs of the country and the civilizational movement of the Islamic Revolution in the field of guidance and counseling, can be used by specialists and trustees of this sector of services.