نشریه اسلام و پژوهش های تربیتی
سال شانزدهم شماره 2 (پیاپی 32، پاییز و زمستان 1403)

It is necessary to have ethics and moral education in the form of a specific curriculum today. Based on the opinions of Muslim virtue ethics scholars, this curriculum can provide a clear path for educational systems. Farabi tries to form the Islamic moral system based on "virtue". Using an inferential method, this research describes the moral education curriculum from his point of view. According to the results of this research, Farabi’s ultimate goal is ‘prosperity’ and he mentions acquiring virtues as an intermediate goal in order to achieve the ultimate goal. Considering the content of the curriculum, Farabi suggests the content to be virtues that are in line with prosperity and expresses practical steps for the formation of virtues. In addition, some methods can be obtained from Farabi's works, including "providing situations similar to action", "inverted action", "argumentative, persuasive and reluctant dialogue", "obedience" and "comparison of pleasures". Farabi believes the main evaluation factor is to examine moral virtues and whether they are a habitual disposition or not, which can be easily evaluated by doing good deeds and abandoning bad deeds.

One of the most important topics of Qur'anic studies is a ‘deep spiritual connection with the Qur'an’. This research was conducted to analyze the students' understanding of the factors of having a deep spiritual connection with the Qur'an and its effects. Using a phenomenological approach in this research, I tried to reconstruct the meaning and extract the categories of the students' understanding and evaluation of the factors of ‘human deep spiritual connection with the Quran’ and its effects. Data collection was done using open-ended questionnaires and interviews. Seventeen students were selected, from Kerman province students as a research sample, according to the principle of theoretical data saturation, in the academic year of 1401-1400. The results were analyzed based on the views of Creswell (2012) and Catherine Carter (1993). Considering the three categories of personal, familial and social learning, the results of the effective factors in students' deep spiritual connection with the Quran are as follows: individual category includes the subgroup of supernatural factors, service to society, personal interests, satisfaction of needs and reward in the afterlife; familial category includes the factors of encouragement, advice and companionship of the family and its dominant atmosphere; and the social category includes the factors of teacher, friends, mass media, mosques and Quranic meetings. In addition, emphasizing on the three factors of knowledge, attitude and behavior, I have explained the effects of having a ‘deep spiritual connection with the Qur'an’ on religious, moral, scientific, emotional and social education, as a stable and mutual relationship.

This study was conducted with the aim of analyzing the content of the ‘Heavenly Gifts’ textbook of the elementary school in terms of the level of the active involvement of learners with the content related to religious emotions. The statistical population of this study is the five volumes of the ‘Heavenly Gifts’ elementary textbook of the 1402-1403 academic year. To achieve the objectives of the research, I used William Rumi's content analysis method. First, I identified the textbook content related to religious emotions using the content analysis checklist created by the researcher. I used the opinion of four experts in educational sciences to estimate the validity of the data collection tool. I used the Holstein coefficient to check the reliability of the tool and the result was the number 0.83, which shows the reliability of the tool. I then considered religious emotions as the unit of study and determined the text, images and questions as the unit of analysis; and analyzed them based on active and passive categories, with William Rumi's formula and found their engagement coefficient. According to the results of the research, the engagement coefficient of the textbook is 0.1, which indicates that it is inactive. Also, the book's questions are actively designed with an engagement factor of 0.93. Examining the pictures of the book, they have a 0.6 engagement rate, which indicates that they are effective.

One of the important issues of all systems is the efficiency and optimal performance of its agents, especially in the economic field. Imam Ali PBUH greatly noticed the empowerment and economic education of his agents during his rule. The question is whether it is possible to identify the main components of his economic education system, including the goals, foundations and principles, through studying his narrational legacy and practical life. Analyzing the economic and educational content of Imam Ali's letters to his agents, this article identifies and classifies Imam’s foundations of economic education in the four categories of theology, ontology, anthropology, and axiology, and his educational goals in the three categories of managerial empowerment, trustworthiness, and balanced personality development. According to the results, the principles of Imam Ali’s economic education are extracted from his letters and are as follows: monotheism, resource management, supervision and control, responsibility, upholding rights, seeking justice and fighting against corruption, paying attention to the deprived and simplicity, preference of common interests over self-interests, freedom, moderation, patience and giving opportunities, and giving precedence to action over speech. A correct application of Imam's foundations and principles of education as a guide in educational planning, makes it possible to plan for an efficient and up-to-date method to achieve the goals of economic education in today's society.

The purpose of this research is to design and compile an educational package for a couple of Qur’an surahs based on Qur’an understanding plan and to determine its effectiveness on the emotional intelligence of primary school students. The research method was semi-experimental with pre-test, post-test and follow-up with the control group. The statistical population of the research includes all the first-grade elementary students of Borujen city in the academic year of 2014-2014; a sample size of 40 students were selected by available sampling method and randomly replaced in two experimental (20 students) and control (20 students) groups. After conducting the pre-tests, the experimental group was trained for nine sessions. This research uses the Bar-On emotional intelligence scale tool. Using descriptive statistics and inferential statistic methods of analysis of variance with repeated measurements, the resultant data of this research were analyzed using version 26 of Spss software. The results indicates that the educational package has been able to significantly increase the emotional intelligence of students.