نشریه علوم تربیتی از دیدگاه اسلام
سال یازدهم شماره 4 (پیاپی 23، زمستان 1402)

Creating "disposition to thinking" is an approach that has recently been taken into consideration for cultivating thinking in the world's educational systems; because simply by teaching the "skill" of thinking to the learners, it is not possible to guarantee becoming a thinker. Since intellectual disposition is a cultural phenomenon and originates from interaction with environmental beliefs, values and norms, it is very important to pay attention to cultural elements in the disposition to think. Therefore, the research aim is to identify the strengthening factors and barriers to the disposition to think based on the Holy Qur'an, and as a result, some suggestions for educational systems. For this purpose, 232 verses whose conceptual scope and themes represented the topic of thinking in the Holy Quran were identified and analyzed. After extracting the basic concepts (28 basic concepts), finally, 4 key axes for the strengthening factors and barriers to the disposition to think from the perspective of the Holy Quran were obtained. The results of the present research, from the perspective of the Holy Quran, indicated that making thinking flow requires factors such as: sources and topics for thinking, appropriate methods, protecting thinking from inhibiting factors (obstacles) and strengthening and guiding thinking through facilitating factors. Based on this, it is necessary for educators to play the role of a model for thinking, providing rich and useful content, providing opportunities and activities for thinking and intellectual challenges, hypothesis testing, expanding the capacity of intuitive and esoteric understanding, moral education and refinement of the self can provide the students with a disposition to think.

The purpose of this research was to analyze the educational consequences of attending religious </strong>communities. This research was conducted as a qualitative study using the narrative research method. The research community included people who continuously participated in religious gatherings and delegations. A semi-structured interview was conducted with 15 of these participants using the purposeful sampling method until the theoretical saturation of the data. After conducting face-to-face interviews and recording the conversations, the interviews were converted into text, then the data was analyzed by thematic analysis method of thematic network formation with the help of MAXQDA software. In order to validate the data, the method of agreement between the coders was used, and for the validity of the findings, the method of review by experts was used. Analysis of the findings showed 4 organizing themes and 28 basic themes. The themes of the organizer included service ethics, social ethics, environmental ethics, and individual ethics. Some of the basic themes under each of the organizing themes include strengthening the relationship with God, performing acts of worship, respecting the rights of others, regulating family relationships, consultation, teamwork, good morality, altruism, attention to animals, plants and nature, hope. , responsibility, patience and meditation. The findings showed that the continuous presence of people in religious groups and </strong>communities leads to strengthening the relationship with God, prioritizing obtaining divine approval, improving relationships with family members, relatives, neighbors and other members of society, respecting the opinions of others, strengthening The spirit of seeking participation and responsibility, honoring and dealing responsibly with the creatures of existence, not being attached to worldly pleasures, and increasing patience and tolerance in the face of problems.

This research was conducted with the aim of identifying the challenges of teaching Islamic ethics to students in the elementary school. The approach of this research was qualitative and the method used was thematic analysis. The potential participants of this research were all the teachers and educators of the elementary school, among whom 10 people were selected as participants by the purposeful criterion sampling method. The research tool was semi-structured interview. First, the key question, what are the challenges of teaching ethics to students in elementary school? asked and then according to the received answers, the following questions were also asked. In this research, 4 overarching themes and 14 organizing themes were identified regarding the challenges of teaching ethics to students in elementary school. Based on these themes, it can be concluded that the current situation of teaching ethics to students in elementary school, from 4 perspectives, "the content of ethical teaching ", "content teaching knowledge ", "the physical space and emotional atmosphere of the school" and “the inconsistency and duality between different elements in ethical teaching” have damages and challenges. Identifying these challenges can help education planners in solving the challenges and obstacles of ethics education.

Since the correct understanding of citizenship culture and its promotion requires education and considering the importance and place of group games in education, in this research, an attempt has been made to analyze the "Citizen and Mafia Game" for its public interest, as a case study and as an example of group games for teaching the educational principles of citizenship culture. The basis of this analysis is the principles of Islamic social education. Research methodology is descriptive-analytical and inferential. The findings of the research include two parts, first, achieving the principles of Islamic social education regarding the promotion of citizenship culture based on verses, rivaiah, and the views of Muslim thinkers and the second part of the analysis and inference of the educational principles taken from the "Citizen and Mafia Game" regarding the promotion of citizenship culture. The principles of Islamic social education in this area include ten principles, among which four principles are the necessity of guidance, collective participation, informed choice and the principle of observing the law and social order in priority. Ten principles taken from the "Citizen and Mafia Game"as a case study are the principle of the necessity of supervision and leadership, the principle of collective wisdom, the principle of developing critical thinking and the principle of socialization which have the most correspondence and alignment with the principles of Islamic social education. Four principles: altruism and mutual respect, moderation and the principle of partner selection are not aligned. The negative points of this game are lacking attention to the principle of innocence, promotion of doubt and emphasis on lying. As a result, it is necessary to make games based on the principles of Islamic social education, which will introduce the future citizens of the Islamic society better to the Islamic social culture.

The purpose of this research is to study the facilitators of family participation in educational policies. The type of research is applied and the research method is qualitative. The research community of expert were experts in the field of family, policy-making familiar to the field of education and family. Based on criteria such as interest in participating in studies, having work experience in the field of educational policy-making were select purposeful sampling.  The instrument data collection was semi-structured interview.  The framework of which was compiled based on the content analysis of the research literature and edited based on the opinions of three relevant experts. After conducting the interview, the resulting data were analyzed using the Delphi method. The findings indicate that the experts divided 27 facilitators into 5 groups (governmental (with 5 facilitators), social (with 9 facilitators), legal (with 3 facilitators), structural with (7 facilitators) and educational with (4 facilitators) introduced. The result of this study shows the fact that the future family can have an active presence in educational policy-making if the ground for four main aspects is prepared for this presence. One aspect is the belief of educational policy makers that they believe in the presence of the family in determining educational policies, the other aspect is that the families have received the necessary education and training for this necessity, the third aspect is that there is transparency of information and circulation of information. Families can get accurate information about the state of education, the functioning of the education system and the policy-making system. The fourth point is that both institutions of family and education trust each other and consider being together as mutually beneficial. These four aspects together will facilitate the presence of the family in the educational policy making process.

The Internet is under control due to its merits, ease of accessibility and necessity in today's life and various factors affecting its desirable and destructive effectiveness. In this study, considering the consequences of cyberspace addiction, the role of religious attitude, social support and mood states in predicting Internet addiction in high school students was discussed. This research was descriptive correlational and applied studies based on the purpose. The statistical population consisted of male and female adolescents, in the second high school of district 5 of Tehran in the academic year of 1402-1401. The sample size was estimated by using Krejcie and Morgan table, 217 people who were selected by cluster random sampling. The data collection tools included the Young's Internet Addiction Questionnaire (1998), Serajzadeh's Religious Attitudes Questionnaire (1998), Zimat, Dahlem & Farley Social Support (1998), and Loviband and Loviband Mood scale(1995). Data were analyzed in descriptive and inferential sections using independent t-test, Pearson correlation and multiple regression. The results of regression analysis showed that variables of religious attitude, social support, depression, anxiety and stress were able to predict internet addiction in students and dimensions of social support and religious attitude, especially the outcome dimension of religious attitude, showed a greater role in predicting Internet addiction in second grade high school students. Also, there was no significant difference between religious attitude and depression in girls and boys, but the effect of social support in boys and anxiety and stress in girls was significantly more.