BIQUARTERLY JOURNAL OF ISLAMIC EDUCATION
Year:2008 | Volume:3 | Issue:6|Papers Count:8

Research in any field requires some reflection and a great deal of attention, of which religious education is not an exception. The most important reflection on this field includes critical thinking on research approach. This type of reflection can be called "meta-philosophy of religious education" that is a second order study of the nature and domain of religious education. In this way, this article attempts to distinguish various fields of religious education and study their research approach. Through this illustration, researchers can perform relative research with greater awareness.

The aim of this research is to analyze the narrations about influential factors in sexual misconduct of adolescents and youths and preventive strategies. In this research, using hermeneutic and investigational method, the verses of the Holy Quran and narrations of the infallibles concerning educational methods of preventing sexual misconduct in adolescents and youths have been analyzed.In religious texts, in order to prevent sexual misconduct and nurture healthy sexual behavior among children and adolescents, the parents are given some directions. In these directions, special attention is paid to two main categories of factors: domestic and environmental (societal and cultural). The first category of directions consists of covering behavior in the family, speech chastity and not using of absurd sexual expressions to express anger toward children or spouse, separating bedrooms, special attention and care toward curiosity of children and adolescents toward sexuality and purifying the living environment of sexual stimuli. The second category of directions consists of purifying the school environment, maintaining healthy relations with friends without breaking the norms, socio-cultural supervisions in reading magazines, watching satellite channels, surfing Internet, and purifying the society of unhealthy role models that can impact the healthy sexual growth of children, adolescents, and youths.

Notification is a derived method from the Holy Quran that consists of speech or action of a mentor to inform and inspire mentored of something that he has forgotten, neglected, or is unaware of and should be remind of The consequence of this method is awareness of the mentored so he can step in the right path. Ways of applying this method include referring to the past of the mentored and others, advice, personification, encountering conscience, warning, indirect pressure, and rigorous encounter. The mentor, mentored, content, and notification method are the bases of this method, each of which has certain specifications and conditions. The effectiveness of the notification method depends of observance on its conditions.

The article aims to study the pathology of religious education of students in Iran's educational system, based on the previous research on the Present condition of religious education in schools and the indexes of Islamic teachings (Quran and Sonnat). First, some research is performed on religious education in the educational system, using the meta-analysis and documentation methods. Then, the analytical conclusion method is used to retrieve indexes from religious texts that assess the current condition. Finally, for quantitative and qualitative improvement of religious education of students in the academic system of the country, the five strategies in approach and planning, objectives, content, method, and instructor are considered.

The aim of this research is to study the relation between self-understanding, moral judgment and moral behavior and compare them among two groups of normal adolescents and adolescents with conduct disorder. In this way, twenty normal adolescents (boys) and twenty adolescents with conduct disorder (boys), from middle and high schools in four educational regions in Qom, were randomly chosen by cluster sampling. The information needed for the research was gathered by clinical interview, and also by implementing the DSM/IV indicators of misconduct. Data analysis was performed using independent t, k2, and Mann Whitney U statistical tests, which demonstrated that among the two groups, based on the self-as-object scheme of self-understanding there is a meaningful difference. The normal group is more likely to use the social scheme and the group with conduct disorder is more likely to use the active scheme; also the normal group, with respect to the level of transformation of self-understanding with self-as-object, is in the third level and the other group is in the second level. With respect to the transformation levels of self-as-I factors, the normal group is in the second level and the other group in the first level. A comparison between the groups with respect to transformation levels of moral judgment also showed that the normal group is one level higher than the group with conduct disorder. Therefore, there is a meaningful difference between the mentioned groups. In conclusion, the hypothesis of the existence of a relation between moral judgment levels and moral behavior has gained some supporting evidence in this research. However, confirming potential relations between self-understanding and moral behavior, in other words intermediation of self-understanding between transformation of moral judgment and moral behavior, requires further research.

This article aims to explain epistemology in the view of Sohrevardi and infer its educational implications. This is a qualitative, theory-building research with the highest level of interpretation and exaction, based on Smith's view that validates the possibility of concluding educational implications from a certain philosophy and that there is a relationship between philosophy and education, which explains and deduces the educational implications of epistemology in Sohrevardi' s Eshragh philosophy. Sohrevardi believes that cognition is the product of reciprocity and collaboration of rational reasoning and intuitive perception, which is impossible to attain except by self-purification. He believes one can intuitively recognize parts of reality directly and without a mediator. Therefore, this type of epistemology requires a special form of goals, bases, teacher and student, curriculum and evaluation in education, which have been studied in this article.

The present article analyzes critical thinking, emphasizes the necessity of instructing critical thinking in the classrooms, and also studies the Islamic point of view in this regard. What is critical thinking? What is its importance in education? How is the development of and teaching critical thinking in the classroom? What are its applications for the educational administrators? This article attempts to answer these and some other questions. In this research, different definitions of critical thinking are introduced. Then, the importance of critical thinking in education, the Islamic view of thinking, and its applications are analyzed from the standpoints of Islam and psychology.