Fundamentals of Moral Training in the Anthropological Theory of Martyr Motahhari
M’asoomeh
Madavvar
PhD candidate of philosophy of education, Islamic Azad University, Science and Research Unit, Tehran, Iran
author
Mohsen
Farmahini Farahan
Corresponding author: Associate professor of philosophy of education, Shahed University, Tehran, Iran.
author
Said
Beheshti
Full professor of philosophy of Islamic education, Allameh Tabatabaei University, Tehran, Iran.
author
text
article
2020
per
This research is intended to identify the fundamentals of moral training in the anthropological theory of Martyr Motahari. This is an analytical-inferential research. For the collection of the data necessary to achieve the objectives of the research, the existing related resources were reviewed and the notes were taken. Then, the data were analyzed through qualitative content analysis. The results indicated that moral training is based on faith and religious thought, being regarded as an arena for nourishment of the human soul, characteristics, virtue and traits, as well as reinforcement of the wills of the inner promotion of the trainees. The inherent dignity of man, according to principles of moral training in Martyr Motahhari’s anthropology, is due to attribution of human soul to God, the potential nature of human values as innate talent, the innateness of human inclination towards morality, the religious root for human moral preferences, the controversy between material and spiritual inclinations of man, the inward nature of human conflicts, the innateness of self-awareness, priority of self-awareness over self-knowledge, moral self-construction through will, the necessity of spiritual freedom for reaching to moral perfection in individual and social dimensions, trainability of man, acquisitional characteristics of perfection, and dependence of the development of perfection on balanced growth of human values.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
v.
48
no.
2020
5
30
https://iej.ihu.ac.ir/article_205704_f680c2d2ba713ed2a3b8362692527c30.pdf
Explaining the stages of intellectual training based on the levels of the soul from Mulla Sadra's point of view
Reza Ali
Nouroozi
Associate professor at the Department of Educational Sciences, University of Isfahan.
author
Maryam
Barati
Masters student of history and philosophy of education, Department of Educational Sciences, University of Isfahan.
author
text
article
2020
per
The aim of the present study is to explain the stages of intellectual training based on the levels of the soul from Mulla Sadra's point of view. This research is a qualitative research that has used Marshall and Rasman qualitative content analysis method to conduct research. On this basis, first Mulla Sadra's books are examined and through them the issues related to reason are considered, and in the next stage, in order to achieve the stages of intellectual education, first refer to Mulla Sadra's educational theories and those who have worked in this field, and then summarize. The resulting theories, Mulla Sadra's views on rational education and its stages were extracted. The results of his research indicate that Sadra recognized the intellect as one of the last levels of the soul and considered it to have two powers: Allameh and Amal. Allameh's power is able to perceive generalities, which has four levels: potential, queen, actual and useful, and the agent is able to perceive details related to action and has four levels: refinement of appearance, refinement of inwardness, adornment of inwardness, and annihilation of God. On this basis, rational education from the point of view
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
v.
48
no.
2020
https://iej.ihu.ac.ir/article_205705_de9e49e37b2b49fe66cac839942100a6.pdf
A Comparative Study of the Philosophical Bases of Moral Training from the Viewpoints of Allameh Tabatabaei and Levinas
Majid
Khari Arani
PhD candidate at the Department of the Philosophy of Education, Shahed University.
author
Akbar
Rahnama
Associate professor at the Department of the Philosophy of Education, Shahed University.
author
Mahdi
Sobhaninezhad
Associate professor at the Department of Philosophy of Education, Shahed University.
author
text
article
2020
per
Allameh Tabatabai and Emanuel Levinas are among the philosophers who have given great importance to ethics. Using descriptive-analytical and comparative methods, the researchers have made attempts to identify the convergence and divergence of their views by reviewing the philosophical bases of the ethical education. Assessment of the ontological, anthropological and axiology of moral education by Allameh and Levinas signifies that the basic concepts in Levinas's philosophy contains ethics focusing on the others, responsibility, and will. The philosophy of Allameh Tabatabai, however, concentrates on others, moderation and innateness as having special position. Both emphasize on others, responsibility, will, and freedom. Furthermore, Levinas and Allama both believe in God and consider Him as infinite. However, God, in Levinas’s view is considered equal to the otherness, while Allama believes in transcendent, free of any change, and above others.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
v.
48
no.
2020
63
86
https://iej.ihu.ac.ir/article_205702_5c6085892608595623a2ee4cf91d3004.pdf
The Problems of Religious Training in the Virtual Space and the Methods to Deal with Them
Parastoo
Mesbahi Jamshid
Corresponding Author: PhD in Philosophy of Education, Department of Philosophy-Education-Ethics, Payame Noor University of Tehran, Iran
author
text
article
2020
per
Religious training, a special approach to human training, in coming across with virtual space, as a field for the realization of this approach, is challenged with many problems. This study is intended to address these problems. For achieving this goal, the researcher tried to explain the theoretical foundations of the issue and analyze its requirements. The issue of familiarity with definitive and metaphorical subjects in religious training and the requirements of virtual space, are illustrated in two axes of "the need to appreciate the omnipresent God" and "the presence of supervisory ethics". The results of this descriptive-analytical research indicated that there is an unevenness among the elements of religious training and the indications of virtual space, so that, they help achievement of the desired religious training in some cases, and acts conversely in some other situations. An analysis of this disparity, helps to identify the positive and negative factors affecting religious training. Moreover, it signifies the solution to the problems of religious training in virtual space.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
v.
48
no.
2020
87
108
https://iej.ihu.ac.ir/article_205703_837a2bd7decff9a3b6801a9d9cee6769.pdf
An Analysis of the Content of “Hedyehaye Asemani” Textbooks for the Fifth Grade Students on the Basis of the Components of Imam Khomeini’s Spiritual Training
Mohammad Javad
Yadulahifar
PhD in Islamic Education, Department of Educational Sciences, Bu Ali Sina University,iran
author
Ali Reza
Faghihi
PhD in Educational Management, Department of Educational Sciences, Islamic Azad University, Arak Branch, Iran
author
Mohammad Reza
Yousefzadeh Chowsari
PhD in Curriculum Planning, Department of Educational Sciences, Bu Ali Sina University, iran
author
Mohammad
Seifi
PhD in Educational Technology, Department of Educational Sciences, Islamic Azad University, Arak Branch, Iran
author
Faezeh
Nateghi
PhD in Curriculum Planning, Department of Educational Sciences, Islamic Azad University, Arak Branch, Iran
author
text
article
2020
per
This study is intended to analyze “Hedyehaye Asemani” textbooks for the fifth grade students on the basis of the components of spiritual traing of Imam Khomei. The research is conducted through categorical content analysis. Units of analysis contain sentences and images. The statistical population of this research involves the “Hedyehaye Asemani” textbooks for the fifth grade elementary students. According to the census method, the sample size is equal to the population size. A checklist is used to for collecting data. Descriptive statistical indicators of frequency and percentage are considered for data analysis. The results revealed that the components of spiritual education from Imam Khomeini's point of view, are mentioned in 448 sentences. The component of spiritual values, with 208 sentences, (46.37%), is the most emphasized one. The component of spiritual beliefs, with 81 sentences (18.09%), occupy the least emphasized position. Furthermore, the components of spiritual education are mentioned in 448 sentences. The component of spiritual behavior, with 24 images (57.12%), has the highest frequency. The component of spiritual beliefs with 6 images (14.29%) has in the lowest frequency.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
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48
no.
2020
109
123
https://iej.ihu.ac.ir/article_205701_96889e183b60bc003d20313422c579a1.pdf
The Effect of Spiritual Problem-Solving Training on the Quality of Teachers’ Work Life and Social Self-Efficacy
Safie
Iri
Department of Educational Sciences, Bandar Gaz Branch, Islamic Azad University, Bandar Gaz, Iran
author
M’asoumeh
Bagherpour
Assistant professor at the Department of educational Sciences, Azad University of Bandar Gaz.
author
text
article
2020
per
This research is intended to investigate the effect of spiritual problem-solving training on the quality of work life and social self-efficacy of high school teachers in Gurgan. This applied research follows a quasi-experimental method using pre-test and post-test techniques. The sample, selected by random sampling method, included two groups of 20 people. The first group, test group, received spirituality-based problem-solving training procedure (2013). The second group, the control group, did not receive spirituality-based problem-solving training. Data collection tools included: a) spirituality-based problem-solving training program, held in five sessions of 50 minutes in one month, b) Smith and Betz (2000) standard social self-efficacy questionnaire, c) Walton’s (1973) quality of work life questionnaire. The results derived from covariance statistical analysis signified that spirituality-based problem-solving training had a significant positive effect on teachers' quality of work life and social self-efficacy. 21% differences in teachers' quality of work life and social self-efficacy scores was due to the effect of spirituality-based problem-solving training.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
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48
no.
2020
125
145
https://iej.ihu.ac.ir/article_205542_dfa415a2d4f91db821713a99dc7bb18d.pdf
An Investigation of the Effectiveness of Teaching the Qur’anic Stories on Students' Moral Development
Behbood
Yarigholi
Associate Professor In Philosophy of Education, Department of Educational Sciences, Faculty of Education and Psychology, Azarbaijan University of Shahid Madani, Tabriz, Iran.
author
Mahdieh
Khani Khosroushahi
Master of Educational Planning, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Iran
author
text
article
2020
per
Storytelling has always been of interest and consideration for human beings throughout the history. Stories have been appealing for people and they have played essential roles for developing decent behavior. Focusing on this human natural interest and inclination towards storytelling, the Holy Qur'an has paid great attention to it and has designed and proposed many delicate theological, social and moral issues in the form of the most beautiful stories. This study is intended to investigate the effects of teaching Qur’anic stories on the moral development of primary school students in Khosroushah city in East Azarbaijan province in the academic year of 2016-2017. Hence, a quasi-experimental research of pre-test post-test type, including two experimental and control groups, was conducted. The ethical growth measurement interview was used for data collection. 10 teaching sessions were held to teach Qur’anic stories. According to the research method, sixty of the second grade elementary students were selected by cluster random sampling, 30 of whom, were considered as the experimental group, and were taught the Qur’anic stories 2 hours a week for 2 months. Thirty others were considered as the control group without any exposure to the Qur’anic stories. Covariance analysis was used for the analysis of the data. The findings indicated that teaching Qur’anic stories improves moral development of students in terms of all its components. As a result the use of stories from the Holy Quran is suggested as an effective method for children's moral development.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
v.
48
no.
2020
147
170
https://iej.ihu.ac.ir/article_205698_ec41520f17fef746aeb8b1491fffd82b.pdf
Investigating the Position of Moral Training in the Elementary School Textbooks A Content Analysis Research
Meimanat
Abedini Beltork
PhD in Curriculum Studies, assistant professor at the Faculty of humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
author
text
article
2020
per
This research aims at investigating the position of moral training in the elementary school textbooks. The quantitative content analysis of Shannon entropy is applied to this research. The unit of analysis contains texts, questions, exercises and pictures covering 1247 pages. The statistical population included elementary school textbooks selected as a sample purposively (according to the objectives of the courses) including “Hedyehaye Asemani” and “the Holy Quran”. The components and indicators of moral training were derived from upstream documents and preceding sources, and were reviewed in the textbooks. The content validity was confirmed through CVR (0.90), and the reliability was obtained based on the agreed coefficient as much as 0.87. The results indicated the highest level of attention and importance was devoted to the component of relationship with God, and the lowest level of importance was belonged to the component of relationship with oneself. All in all, it was found out that moral training has not been considered as much as it deserves.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
v.
48
no.
2020
171
187
https://iej.ihu.ac.ir/article_205700_4e0b04880da9b368b62b6daf39f80ebd.pdf
Rumi's theological principles and its implications in emotional education (principles and methods)
Ramazan
Jahandari
PhD candidate in the philosophy of education, Shahid Bahonar University of Kerman.
author
Sayyed Hamid Reza
Alavi
Full professor at the Department of Educational Sciences, Shahid Bahonar University of Kerman.
author
Ahmad
Amiri Khorasani
Full professor at the Department of Literature, Shahid Bahonar University of Kerman.
author
text
article
2020
per
The education system, by training and cultivating manpower, tries to prevent the major problems of human society such as social injustice, war and bloodshed, moral degeneration and economic corruption. To achieve such goals, it seems, the education system must cultivate emotional goals. The purpose of this study was to investigate the principles of Rumi's theology to achieve the effects of these principles on emotional education and using a descriptive-inferential method, Rumi's works and his views on the principles of knowledge of the existence of God, power, patience, mercy and repentance, Was described. Also, the relationship and impact of these views with the main purpose of this research was explored and studied. From the study of the basis of knowledge of the existence of God, the principle seeker; From the basis of power, the principle of supplication; From the basis of dream, the principle of momentum; From the basis of mercy, the principle of increasing capacity to attract mercy and from the basis of repentance, the principle of return, resulted, and based on these principles, appropriate methods such as: prayer with the presence of heart, awareness and knowledge, truth and truth, avoidance of excess and excess.
Research in Islamic Education Issues
Imam Hussein University
2251-6972
28
v.
48
no.
2020
https://iej.ihu.ac.ir/article_205699_11d69ceb5c2cbf2a2f27261e0206b86f.pdf