نشریه تربیت اسلامی
پیاپی 17 (پاییز و زمستان 1392)

The aim of this study is to investigate and analyze the content of the ‘Religion and Life’ secondary school textbook with regard to Islamic unity parameters. The approach in this study is mixed method approach and the measurement instrument is documentary (high school books for the course of religion and life) and the date collection is content analysis. The findings indicate that the Islamic unity parameters are as follows: common fundamentals of religion, common secondary principles of religion, common customs, Islamic morality, and common history. The research shows that only some of the Islamic unity parameters are discussed in these books. It is suggested that these books be reconsider for the inclusion of some of the parameters which would make Shiite students more familiar with other Islamic sects.

The present article is an attempt to investigate educational space from the viewpoint of aesthetic to find some presuppositions which can make change in educational spaces according to Islamic aestheticism which can, in turn, direct the learners’ behaviors in the process of perception, feeling, thoughtfulness toward dynamism and the final goal of Muslim human. The methodology used is analytic-inferential which uses texts, analysis of views and the experiences. The findings delineated that it is possible, through the capabilities of the educational spaces, to design spaces that can actualize the present potentials of students and bring about a range of aesthetic features which can create harmony, calmness, power, pleasure, spirit, and attraction for students. On such bases, the principles of Islamic aestheticism have taken the goal-orientation of life, social involvement, and accompaniment of science and wisdom along with inquisitiveness in educational spaces into consideration

The aim of this research is to elucidate the anthropological foundations of sexual morality from Islamic perspective using the descriptive-analytic methodology. In this perspective, human is not just the instinct and an enjoyment-seeking animal to be limited to using matrimonial willingness and freedom to satisfaction. But besides the common feature of sexual desire with animals human being does own fetrat (innate tendency). Therefore, human being from the perspective of Islam has three aspects; herbaceous, animal-like and nature aspects. Based on this view the influential anthropological foundations in matrimonial morality are as follows: sexual desire, divine nature, munificence, thoughtfulness, authenticity of spirit, capability of self-evolution, will and conscious selection, self-love, multi-sidedness of human, holistic identity and weakness. Therefore, matrimonial morality roots in nature and human soul through which we can talk about unsuppression of sexual desire, equinox, flourishing of heavenly nature, sustaining innate munificence of human, sustaining women’s munificence, practicing divine commands, moral dignity, acquiring correct insight, observing temperance, spiritual and psychic evolution, authenticity of emotional relations, upgrading spirituality, responsible sexual relations, gradation and affordance, free and conscious marriage, others-love, love, balanced growth, strengthening holistic identity, control of sexual behavior, recognizing personal identity, discounting decree, tolerance, and forbearance.

The aim of this article is to clarify the educational look at emotional relations of spouses from religious teachings perspective; the methodology used is descriptive-analytic. On such bases, some of the religious teachings within the capability of the spouses in terms of emotional relations have been contently described and their educational outcomes between the spouses have been analyzed. The findings delineate that of the most important cognitive and attitudinal emotional capabilities are optimism and having a blessing attitude toward the spouse. In behavioral and practical aspect, intimate relations with spouse and having appropriate and enjoyable sexual relations are important capabilities. Should such emotional capabilities flourish in the spouses, the couples can get deep effects on their emotional relations and, consequently, bring about educational merits such as good-temperedness, control of anger, avoiding fights, reinforcing relations with God and love to Lord in both

The main aim of this research study is to extract the methods for developing creativity prescribed in Islamic Sunah, through content analysis. To do so, conceptual analysis of creativity in the Islamic texts, in particular, and in contemporary psychology, in general, has been discussed; then, the methods of developing creativity in prophet Mohammad and Imams’ conducts have been extracted; the creative methods of thinking are as follows: enquiry, independence in thinking, making subjective similar to objective, regaining the thought organization, negotiation and scientific argumentation, as well as curious observations of nature.

The aim of this study is to investigate the effects of Rahyan Noor tour on the cognitive-behavioral attitudes of the university students toward martyrdom through panel study. The researchers attempt to find whether the participants’ attitudes toward martyrdom differ before and after such visits. The population covers Mashhad university students who participated in such visits in the solar year of 1389. The researchers considered the whole population in a panel study both before and after the visit. The data gathered were edited, coded and entered in the SPSS software for analysis in terms of descriptive statistics, Wilcoxon test, average comparison, and the correlations in two groups. The findings indicated that their views differed significantly before and after the visits. With regard to the attitudes of the respondents, there was a significant difference before and after the visits. Finally by controlling the different independent variables, a meaningful difference was found in the three criteria. Consequently, participation in Rahyan Noor affects the participants’ behavioral and cognitive attitudes toward both martyrdom and such visits.

The aim of this paper is to clarify the relations between this world and the hereafter and its educational implications. This approach can affect the view towards the relations between this world and hereafter and the regulation of functions and personal as well as social behaviors to pure life. To clarify the modality of such relation, the nature of these two were analyzed and it was found that these two are inseparable. Separation happens when the main nature of worldly and hereafter life are not known. In order to explain how to behave in this world and achieve a pure life, certain principles were identified. Correct view to the world, belief to superiority of the hereafter over the worldly life, empowering the will, reinforcement of the sense of greatness and self-evaluation are the most important principles. The methodology used for educational implications is descriptive-analytic and the implications were determined through some rational reasoning guidance; these are recognition of the nature of the worldly life to people, ability to develop the world, becoming aware of the real relations between worldly and hereafter life, reinforcement of patience and persistence, and the life style; in the end, some applied suggestions are mentioned.

Moral education has different aspects such as knowledge upgrading, motivational-emotional sublimation, reinforcement of will and formation of moral virtues. Among these, the strengthening of the basics of knowledge has a fundamental position and the reformation of other parameters, too, without recognition of the learner would not be possible. To make learners knowledgeable in an effective manner, one can use the method of Quran in teaching contents; this method is called explanation. This study is an applied research with inside-the-religion approach in a method of analysis of Quranic verses in order to clarify aspects and parameters of the method of explanation- explainer, method of explanation, and addressee. Then, the application of this method in moral education is described. Besides, on the basis of the findings, the present situation of moral education programs is pathologically investigated. It was found that all the parameters (contents of the textbooks, teaching methodology, assessment methods`, and instructors’ skills) are far from explanation. At the end, some applied suggestions are made for the change and reformations of educational methods replacement of such old forms with Quranic methods for both formal and informal systems of moral education.