نشریه پژوهش در آموزش معارف و تربیت اسلامی
سال پنجم شماره 4 (زمستان 1403)

One of the essential needs of any civilization is human education, and every educational system requires a theory. Educational theories are shaped by specific philosophical perspectives, which negate other theories of education based on their philosophical foundations. In this regard, the present study aims to address the question: what are the types of incorrect and harmful educational practices in the path toward developing the perfect human, and how can they be classified? The study focuses on Shahid Motahhari's significant role in contemporary Islamic theorization. To this end, all of Shahid Motahhari’s works were analyzed using a qualitative analytical method. The findings reveal that in the process of educating the perfect human, four types of harmful educational practices may occur: Non-human education, which deviates from innate human tendencies (fiṭrah), leading to individuals conforming to the desires of the educator rather than aligning with their creation. Incomplete education, which focuses only on certain aspects of human existence rather than a comprehensive approach. Unhealthy education, which lacks balance, ultimately producing a caricature-like personality. Imperfect education, which results in a model of human development that falls short of achieving true perfection.

The objective of this study is to analyze the content of Persian language and writing textbooks for elementary school in terms of attention to the six educational domains. The research method is descriptive, using content analysis based on Shannon entropy. The study population included Persian and writing textbooks for elementary school during the 2024-2025 academic year. Data were analyzed and described using the analytical approach. Results show that among the six grades of Persian textbooks, the highest attention to the dimensions and components of the six educational domains outlined in the Fundamental Transformation Document of Education was observed in the fifth-grade Persian textbook (19.40%), while the second-grade textbook showed the least attention (11.85%). Regarding the dimensions of the textbooks, the faith-based, devotional, and moral domain received the most attention (29.18%), followed by the physical-biological domain (22.35%), with the economic and vocational domain receiving the least (8.50%). For the writing textbooks, the sixth-grade writing textbook received the most attention to the six educational domains (18.80%), while the second-grade writing textbook received the least (15.50%). Among these, the faith-based and devotional domain was emphasized most (28.80%), while the economic and vocational domain received the least attention (11.37%). Overall, both textbook types showed the greatest focus on the faith-based and devotional domain, and the least on the economic and vocational domain.

Strategic cognitive-behavioral training within an educational system consistently emphasizes the close relationship between the theoretical and practical aspects of behavior. Consequently, the analysis of behavior based on the interconnection of psychological dimensions should be considered one of the fundamental issues in the field of education. By examining the process of behavioral emergence, it becomes evident that in every voluntary action performed by a human, the psychological dimensions—including insight, inclination, and action—are closely intertwined. In this context, one of the most coherent behavior analysis models is the multidimensional psychological pyramid model. These dimensions, firmly connected, shape and guide behavior as the essence of education. In the present study, in addition to the three dimensions of insight, inclination, and action, subordinate dimensions such as attitude (a subset of insight) and motivation (a subset of inclination) are also explored. This research adopts a qualitative content analysis method grounded in a cognitive-behavioral approach, aiming to investigate the impact of psychological interconnection on guiding behavior. Findings indicate that the more cohesive, organized, and precise these dimensions are within any educational domain, the more apparent and flourishing the essence of education will be, providing a more suitable foundation for imparting Islamic knowledge and pedagogical content in alignment with Islamic teachings.

The present study aims to identify the types of natural elements addressed in specialized courses from the perspective of the Qur'an, to derive a descriptive model for them, and to explore their related educational-pedagogical implications for specialized curricula. Given its multidimensional nature, this research employs a combination of qualitative methods for data collection, analysis, and coding. Data analysis and coding were conducted using a grounded theory strategy with MAXQDA software, encompassing open, axial, and selective coding. Additionally, an inferential approach was applied to extract educational-pedagogical implications for specialized courses. Initially, a comprehensive reading of Qur'anic verses was performed. The relevant data were then coded, categorized, and typologized. The final model was utilized to infer educational-pedagogical implications. The study's findings indicate the existence of 198 open codes related to natural elements in Qur'anic verses, categorized into four selective codes: inanimate objects (jamād), plants (nabāt), humans (insān), and animals (ḥayawān). These four categories were further divided into 13 axial codes. The analysis yielded six principles for specialized courses: Scientific epistemology through the lens of religion, Stylistics and critical analysis of specialized texts, transitioning from order to the Organizer, Certainty in Allah and His attributes, Establishing truth, and Viewing nature as a model and sign (āyah).

Girls’ education entails outlining a special educational path for girls that aligns with their future maternal role. This study aims to compare the concept of girls’ education as presented in the discourse of the Supreme Leader (Ayatollah Khamenei) and the Fundamental Transformation Document of Education to identify the strengths and weaknesses of the latter. Employing a descriptive-analytical method, the findings reveal that the treatment of girls’ education in the Fundamental Transformation Document is vague. In contrast, the Supreme Leader’s statements provide numerous instances emphasizing the societal importance of motherhood. Understanding this position fosters enthusiasm among girls for taking on the role of motherhood, harmonizing with their innate disposition in the near future. In his discourse, the Supreme Leader defines homemaking as a crucial factor in education, considering mothers as the key to raising virtuous children. Additionally, the Supreme Leader’s discourse outlines pathways to realizing motherhood as a vocation, including valuing women’s work within the home and discouraging the separation of mothers from their children. Similarities between the Fundamental Transformation Document and the Supreme Leader’s statements include the distinct role of girls and the emphasis on motherhood. Differences lie in the detailed articulation of the maternal role and the conditions for its realization, as elaborated in the Supreme Leader’s statements but lacking in the document.

The present study examines the content of Qur'anic messages in the middle school textbooks Qur'an and Heavenly Messages based on the components of positive affect and life satisfaction. The research method employed was content analysis, evaluating the use of these variables in shaping the content of the textbooks through an analysis of various units in the Qur'an and Heavenly Messages textbooks using a researcher-developed checklist. This descriptive and applied research analyzed nine textbooks (Qur'an, Heavenly Messages, and Heavenly Messages Workbook) from the 2021-2022 academic year. Findings indicate that the textbooks address happiness-related components, but with differing levels of emphasis. The component of positive affect had the highest frequency and significance, while life satisfaction had the lowest. Among happiness indices, those related to relationship with God, prayer, supplication, and smiling in interactions had the highest emphasis, whereas hope for the future and humor in interactions had the least.