نشریه علوم تربیتی از دیدگاه اسلام
سال دوازدهم شماره 1 (پیاپی 24، بهار 1403)

The Islamic worldview has paid great attention to the development of rational aspects in organizing the human intellectual and ideological system. Therefore, reliance on intellect and emphasizing the development of the intellectual dimension are the most important features of Islamic education and training. The present study aimed to investigate intellect and its educational implications in dimensions, namely foundations, origin, teacher, trainer, sermons and principles, environment, resources, obstacles, path, roadster, desire, knowledge, struggle, practice, destination, homes, stages, criteria, calculation and evaluation, supporters and incentives, methods, content, and products that are called twenty-one dimensions of education. This qualitative research is of a descriptive-analytical type and has been conducted using the content analysis method. The research population included all Quranic verses related to the research topic and other related documents in the form of books and articles and the sampling method was purposeful. Based on the findings of the research in Hekmat Islamic school, the education of educators should focus on nurturing all dimensions of intellect, including questioning, acting, and worshipping, so that in the shadow of this education, according to the divine teachings, the movement of life towards a wise path. Defining and explaining the twenty-one mentioned elements can organize the theoretical pattern of the Hekmat Islamic school in a way that also has a practical and executable approach. Utilizing these requirements can help guide and assist individuals in the path of education; therefore, these requirements can be a guide for parents, teachers, managers, experts, and other stakeholders in the education system.

The purpose of the research content analysis of the fist secondary school text books( thinking and lifestyle) in regard to self- care. The current research is a quantitative content analysis.  In this research, the research community, the content of the thinking and lifestyle textbooks of the first secondary school (7th, 8th) academic year of 1402-1401 were selected.  The statistical sample of the research included the seventh and eighth grade thinking and lifestyle textbooks (common for boys and girls) and the method of sampling was also targeted.  Content analysis techniques (checklist) were used to collect information.  The initial form of this checklist is prepared from the literature and theoretical foundations of the research.  In order to check the validity of its content, the prepared checklist was given to the tutors and advisors as well as five experts in this field for modification and after applying their opinions, the content analysis checklist was finalized.  The unit of analysis and review in this research was all the components of the book "Thinking and Lifestyle" of the first secondary school (content, pictures, activities, questions) and the unit of registration was a theme.  In this research, the Shannon entropy method was used to analyze the data.  In this order, the data were normalized and the importance coefficient, information load and standard deviation of each component were calculated.  The findings of the research showed that the seventh and eighth grade thinking and lifestyle books paid little attention to self-care.  Among the studied components, the most frequency is related to the physical component (observing proper clothing and according to the seasons), emotional (being kind to yourself and others), psychological (feeling of sufficient self-confidence).  The lowest frequency is related to the components of spiritual self-care, and most of their sub-components (such as reciting and listening to the verses of the Qur'an and participating in religious ceremonies and rituals, doing good deeds, helping the needy, giving thanks for God's blessings) have not been paid attention to.  Self-care skills can be realized by including the components of self-care in educational books and taking a balanced look at it in books of the first secondary school, especially books on thinking and lifestyle.

The present study was conducted with the aim of developing a framework for gamification of religious education with a task-oriented approach. The research method is qualitative based on the systematic approach (Strauss-Corbin). Research data were collected through semi-structured interviews with academic experts and curriculum managers. The researcher understood theoretical saturation in the 11th interview. After analyzing the data in three stages of open, central and selective coding, the paradigm model of the research was presented. In this model, the causal factors are: the ineffectiveness of traditional education, neglecting religion, government requirements, improving the effectiveness of education, neglecting individual differences. Background factors include: updating of education, increasing tendency towards computer games, requirements of education and training, willingness of teachers to use new methods, existence of similar patterns. the central phenomenon; Enhancing religious education with a task-oriented approach and the strategies in this field include: the use of religious sources in storytelling, the use of Islamic art and religious symbols in design, determining financial resources, determining the content of religious education, consulting with experts, training teachers, and modifying the attitude of families. Intervening factors include: high cost, complex coordination, weak infrastructure, lack of transparency in the approach and finally; The consequences are: moral entertainment, duty-oriented, religious and practical monotheism, purity of intention, religious awareness and knowledge, self-improvement, strengthening independence, strengthening motivation, responsible interaction with society. It is worth mentioning that the validity and reliability of the research findings were confirmed by referring to the opinions of experts and the calculation of relevant indicators. The results of this research, while emphasizing the need to use new educational methods regarding the religious education of students, introduces the game-based strategy in this field, and by emphasizing causal and contextual factors, the necessary strategies to achieve a comprehensive framework to achieve It introduces the gamification of religious education with a task-oriented approach, which can be expected to achieve this goal according to these strategies and also considering the intervening factors.

Religion and technology are pervasive phenomena of human life and their interaction has taken various forms. The purpose of this research is to formulate types of synergy between religion and technology (superficial, incorrect and incomplete). Also, a favorable and responsible approach to this relationship is presented from the perspective of a technological person and a religious person. The purpose of religion is to educate a person; The highest goal of religious education is to reach closeness as a formative reality; So, in this research, the effect of synergy between religion and technology is explained and analyzed to clarify its effect in reaching this goal. The research method is descriptive-analytical. The findings show that although religion and technology can benefit from each other in multiple ways, sharing in the search for excellence has caused new aspects of their synergy. In this research, the type of religious man's encounter with technology and the technological man's encounter with religion are drawn. The focal position of the concept of closeness in Islamic education is paid attention to highlight the superstructure and underlying reflections on the relationship between religion and technology for the guardians of education who are interested in both religious growth and the intelligentization of educational centers and content. The results of the research show that the face of technology itself and its aspects that serve the basic needs of mankind, consciously or unconsciously lead to closeness; But when technology is used for selfish human policies and procedures, it is destructive and undesirable.

Benefiting from role models is one of the effective factors in human education. Competent models leave a favorable and long-lasting effect on the various existential dimensions of people's personality. The aim of the current research is to examine the personality indicators of martyr Qassem Soleimani, emphasizing the view of the Supreme Leader of the Islamic Revolution, in order to set a model in education. The research has a qualitative approach and has been done with an Inductive method. Data analysis is qualitative content analysis of inductive type. In this regard, the Supreme Leader's statements about Sardar Soleimani's personality indicators were analyzed and put into various components. The findings indicate that their personality indicators can be classified under four general areas: the area of intellectual education including the components of thinking, being logical, tactful and intelligent, the area of religious and devotional education including the components of sincerity and honesty and avoiding pretense and hypocrisy, internal victory, maintaining piety and spirituality of holy defense in the following years, seeking martyrdom and striving, social,the field of political and revolutionary education including elements of hostility and recklessness of the enemy, loyal to Islam and the revolution, revolutionary, eminently trained Islam and the school of Imam Khomeini, the spirit of cooperation, neutralizing the plans of enemies, teaching resistance, great jihad and the field of moral and behavioral education including the components of courage, a symbol of hope and self-confidence, continuous effort during years of service, self-sacrifice and sacrifice. , taking care of preserving human lives and not violating them, and in addition to what we said,there is also a holistic indicator that in this indicator, different areas of education, including cognitive, intellectual, devotional education, social, political, revolutionary and moral education, behavior in a unified, coherent system and they are integrated. Therefore, he is a worthy educational model in terms of insight, orientation and action.

The aim of this research is to provide a conceptual framework of social education. For this purpose, the systematic review method has been used. In the stage of data collection, in the first step, a search was made with the keyword of social education in four reputable and famous domestic databases in the humanities (Ganj, Human, Jihad Academia and Alm-Net) and the number of 784 research works was found. Related (theses and articles) were identified. In the next step, 61 works were selected by examining the researches in the framework of certain criteria during a systematic process. In the data analysis stage, firstly, using the scope study method, the selected researches in social education were described and categorized, and the volume of studies and the main themes of the subject area were shown. After that, the conceptual network method of information, which is a combination of various types of research, was used, and as a result, four general components in social education were obtained, which are: "Human relations based on divine ethics" with two indicators of  justice and benevolence. "Compassionate encounter with cultural intellectual heritage and social issues", "right-oriented consensus", "social participation", each of which has sub-components in the three domains of "cognitive", "motivational" and "behavioral", and their relationship is also displayed in a model.