List of Articles Islamic education

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  1 - The transition from theory to practice in Islamic education
  رضا محمدی چابکی Fatemeh Sadat Bitarafan
  The present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the or More

  The present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the original factor in Islamic education, the Prophet has been considered as a perfect manifestation of human beings and witnessed the implementation of original theories and the main mediator between theory and practice in education. Thus, the transition from theory to educational practice is explained by the basic principle that approaching the Prophet is a criterion for approaching the field of action and an objective manifestation of the theory of education, and consequently, distancing oneself from this educational criterion is a sign of the separation between theory and educational practice. Therefore, according to the Prophet's practical life in the history of Islam, transition in terms of educational practice has been introduced in three levels or general phases, including rational, emotional and behavioral levels by introducing twelve basic components. Manuscript profile
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  2 - Self-knowledge in Allameh Jafari's theory of rational life And its implications in determining the factors, stages and goals of education
  هدایت سیاوشی abolfazl ghaffari hoosein baghgoli javad ghandili
  The purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and positi More

  The purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and position of these research questions that self-knowledge has in Allameh Jafari's theory of rational life? And what are the educational factors related to self-knowledge, based on Allameh Jafari's theory of rational life? Using the descriptive-analytical method, and the question of what are the goals and stages related to self-knowledge, based on Allameh Jafari's theory of rational life, was investigated and answered using the deductive inference method. Studies have shown that consciousness, nature, agency, rationality, and the divine self are factors that are important in self-knowledge education in the theory of rational life; Accordingly, the basic goal of education is perfection (nearness to God) and its basic principles are at level 1: rational life and at level 2: self-knowledge; And the three stages of training are liberation (liberation), freedom (redemption) and authority (delegation). Manuscript profile
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  3 - The Multiple Formations of Religious Education`s Curricula Against Social Forces in Islamic Schools During the Second Pahlavi Period
  irandokht fayyaz zahra minaei narges sajadeh mohammadreza javadi yehaneh
  20.1001.1.25382802.1401.7.7.12.4
  This article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encoun More

  This article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encounters led to four kinds of knowledge formation: "the generalization of religious knowledge" in the schools of the Islamic Education Society, "rational verification of religious knowledge" in Alavi School, "scholarly comparison of religious knowledge" in Kamal School, and "the systematization of religious knowledge" in the Refah school. The first formation faced the foundations of other rival religious discourses by emphasizing the Qur'an, the confrontation of jurisprudence against popular religion and superstitions, and confronting civil laws to eliminate corruption and achieve progress. The second formation was shaped along with a philosophical approach in encountering with the principles of Marxism and of Baha'iism, and providing a wise religion for immunity from corruptive lifestyles and using Islamic ethics against human social laws. The third formation was shaped by looking for compromise between science and religion versus religious superstitions and the materialists, a chosen jurisprudence versus the formal jurisprudence, and the confrontation with the modern state through a militant religion. The final formation was formed by using theology against other competing discourses, designing efficient social systems versus the modern government, and self-making for providing a good environment as opposed to isolated individual life forms. According to the results of each formation, there can be four inspirations as follows: turning from the internal religious language to the general and extra-religious language, turning from the affirmative language in Muslim philosophy to the speculative language in general philosophy, turning from the necessary relationship between science and religion to a possible relationship, and turning from the absolute inclusion of morality in religion to mutual partial relationship between them. Manuscript profile