نشریه پژوهش در مسائل تعلیم و تربیت اسلامی
پیاپی 65 (زمستان 1403)

The world's revolutions are often formed in pursuit of specific values and ideals demanded by the people. The attachment or lack of attachment of future generations to these values plays a fundamental role in the progress or decline of revolutions. In context, analyzing the attachment of the new generation in Iran to the ideals of the Islamic Revolution will guide policymakers and elites in planning for this generation. This research aims to compare the logical arguments of two conflicting perspectives on the attachment of the new generation in Iran to the values of the Islamic Revolution and to identify their similarities and differences. The two perspectives are:1. The common view in research that assumes a generation gap and a turning away of the new Iranian generation from the values and ideals of the Islamic Revolution. 2. The view of Ayatollah Khamenei, who believes in the commitment of the new generation to these values and ideals, and even believes that the new generation is ahead of the older generation of the Islamic Revolution. The research method is descriptive-analytical and uses a comparative study approach. Beredy model is used to implement method. The results of the research show that there are similarities and differences between the two perspectives. A careful examination reveals that the similarities are only superficial, while the differences are rooted in issues such as: Superficial or deep analysis of the impulsive behaviors of the new generation, Considering or ignoring revolutionary endorsements, Considering or ignoring comparative macro-level perspective in comparing the new generation with the pre-revolution era and other countries, Considering or ignoring the divine nature of the new generation from an anthropological perspective, Philosophizing to analyze the new generation, Considering or ignoring the enemy's war tactics and formations to attack the Islamic Revolution through the strategy of generation gap

The aim of this research was to design an intervention for civic education of law-abiding citizens in female offenders and to determine its effectiveness on enhancing their law-abidingness. The research design used in this study was a single-subject design. The intervention designed was based on legal systems and consisted of 6 therapeutic sessions for this study. The main concepts of the intervention included activating the innate functions of reason, moving from rational judgment to empathy with others, activating social empathy, moving from empathy with others to activating conscience, facilitating conscience by strengthening self-esteem (analysis and control of shame) and acting lawfully. To conduct the research, three offenders who had been referred to Amin Clinic by the judiciary and the criminal deputy of Qom were selected. Then, all three underwent 6 sessions of law-abiding intervention and completed the law-abiding questionnaire as baseline, during and follow-up tests in the format of an ABA research design. The data were analyzed descriptively and based on visual analysis (level, trend, variability). The results showed that the law-abiding intervention had a positive effect on the law-abidingness of female offenders. Based on this finding, it was suggested that the intervention designed for law-abidingness be used for civic education of law-abiding citizens. Keywords: civic education, law-abidingness, female offenders

Objective of This research aimed to examine the impact of Nahj al-Balagha on the moral intelligence of female students at Vali-Asr University (AS) in Rafsanjan. This quasi-experimental study used a one-group pretest-posttest design to achieve the research objectives. The statistical population consisted of undergraduate female students enrolled at Vali-Asr University (AS) during the first semester of 2022-2023. The sampling method was purposeful and convenient, and the moral intelligence scale was used. Following 16 training sessions, participants re-completed the questionnaire. Data analysis included both descriptive and inferential statistics. The analysis of the pre-test and post-test results revealed no significant difference in the mean scores of the moral intelligence subscales before and after the training. The study results suggest that the content chosen for teaching the thematic interpretation course of Nahj al-Balagha did not have a significant impact on enhancing moral intelligence or bringing about meaningful changes in its subscales. This highlights the importance of appropriate content and effective training in shaping individuals' attitudes and perspectives. Consequently, it is recommended to revise the content, modify the teaching method, and conduct further research in different universities to explore alternative approaches.

Many research works have been done on what and how Islamic education is. One of the key concepts of interest in religion is the concept of "task". A Muslim always has a duty to God and, accordingly, he has duties to himself, people and other creatures. The present research has first investigated the concept of duty and the words that are close in meaning to it in the Holy Quran. Then, based on the verses of the Holy Quran, the educational requirements of the task-oriented approach was concluded. These requirements include: Man must strive to know his divine duties; Man must adhere to his divine duties; Having the ability to endure hardship is a requirement for adhering to divine duties; In recognizing and determining the task, one should pay attention to the abilities of audience; Man should not become idealistic in performing divine tasks; The obligee must conform both the appearance and the interior of his action to the divine duty. This research is placed in the category of applied researches in terms of purpose and in the category of qualitative researches in terms of approach. The research method is analytical and inferential.

The purpose of this research was to qualitative content analysis of the book written by Shahid Morteza Motahari entitled "Education in Islam". The present qualitative research is based on interpretive paradigm, it has an exploratory nature and an inductive approach. The research method was qualitative content analysis based on conventional approach. The unit of study was the book of "Education in Islam". Using purposeful sampling, sentences or quotes were selected that express the opinions of Shahid Motahari. The recording unit in this study was the theme, and the context unit was the paragraph. Open coding, continuous comparison of data, and note-taking were used to explore basic themes, organizing themes and global themes. To ensure the quality of the results were used four criteria of credibility, dependability, confirmability and transformability. The results of research were designing a model for Islamic education consisting of 195 basic themes, 39 organizing themes and 7 global themes. The main themes included: Objectives, dimensions, characteristics, content, principles, methods, and factors of education. It is suggested that the extracted model be used in the design, implementation and evaluation of curricula.

The ultimate goal in education is human happiness. Imam Khomeini (RA) considers education and training in the shadow of practicing the enlightening teachings of the religion of Islam to be the true path for man to achieve happiness and has given many orders in this regard. The current research titled education and training in Imam Khomeini's (RA) perspective, emphasizing the theory of human happiness, has explained the goals, principles and methods of education and training based on happiness. The current research is an applied developmental-exploratory type and content analysis method. Data collection is done by field and library methods. The researcher made a data collection tool, a form and a questionnaire. The findings of the research indicate that the goals of education based on happiness in the view of Imam Khomeini (RA) are: wisdom, virtue, closeness to God, God's satisfaction, mercy, solitude in heaven, cultivation. The principles include: giving priority to cultivation over education, honor, moderation, perfection, truth-seeking, dignity, tranquility, comfort. Methods include: refinement, moving on the path of God, acquiring knowledge, reforming affairs, sincerity, advice, benevolence, reminder, fearlessness (divine care), meditation, calculation, Enjoining good, tolerance, asceticism and simple life.

In the thought of the leaders of the Islamic Revolution, the university has a fundamental importance and a high position in the transformation and evolution of the society. Nevertheless, the idea of the Islamic revolution for the university and the role of this institution in the progress of the Islamic revolution and bringing it closer to the vision of the new Islamic civilization have yet to be clarified. Therefore, the current research tries to extract and explain the basic theory of the university based on the thoughts of the leaders of the Islamic Revolution. This qualitative research is a review strategy using a qualitative form tool to collect data. For this purpose, from 20 related studies, the views of the leaders of the Islamic Revolution regarding the university from 1368 to 1402 were taken. In this research, the meta-synthesis method analyzes the data collected from previous research. The findings of the research show that the pillars of the basic theory of the university based on the opinions of the leaders of the Islamic Revolution include vision (anti-colonial, authority-creating, and civilization-building university), missions (teaching and training, thinking, research, and innovation, enlightenment, and social participation), fundamental values (intellectual independence, Spiritualism, belief in Islam, seeking knowledge, honoring the world and valuable knowledge), are strategies, funds, and obstacles. The findings of this research put forward several evolutionary perspectives in the ideological framework of the Islamic Revolution by de-stereotyping the usual perception of the University of Taraz-e-Enghelab.

The aim of this study was to identify the components and sub-components of the futuristiccurriculum and analyze its place in the upstream documents of education. The method of descriptive research included: documentary analysis and content analysis and its applied approach. The research population is in the documentary analysis section of all texts related to the futuristic curriculum and in the content analysis section are four upstream documents of the education system; Due to the nature of the subject, sampling was omitted and the whole population was examined. Form measurement tools, phishing and content analysis checklists have been developed by the researcher. Qualitative data and content analysis data were analyzed using descriptive indicators in Shannon entropy analysis process. The results showed:1- The conceptual framework of the futuristic curriculum can be shown in five components: multicultural, citizenship, information and communication technology, art and aesthetic, and sexual education.2- The degree of attention to the components of the futuristic curriculum varies in the upstream documents, so that the most emphasis is on the component of "art and aesthetics" and the least emphasis is on the component of "information and communication technology" and "sex education".3- Among the studied documents, the highest importance was related to the 20-year vision document (/ 439) and the lowest was related to the comprehensive scientific map of the country (/ 232). It is necessary for the authors of upstream documents to pay more attention to the less emphasized components and sub-components