BIQUARTERLY JOURNAL OF ISLAMIC EDUCATION
Year:2010 | Volume:4 | Issue:9|Papers Count:7

The present research aims to explain the place of reason and reasoning in lmam Hussein (a.s.)'s sirah (personal conduct) in the event of Ashura. The research having been conducted with an analytical - descriptive method denotes that although in history the event of Ashura is known to have taken place in the form of a military uprising or an epic, in reality, it is an educational approach that has occurred on the basis of wisdom, reason, and intellect. The principle of intellection and reflection can be seen plainly in the acts of Imam Hussein (a.s.) during the incident of Ashura. In this educational occurrence which was to awaken the minds and intellects of the Islamic nation, the rational training of the trainees (companions and addressees of the Imam) is tangible.

In contemporary society the process of religious education should be along and commensurate with today's changes and it must also be innovative in reviewing religious education methods so that it could meet the needs of its addressees. This article aims to study the reasons which substantiate the existence of innovation in religious education. This is a case study research conducted with reliance on narrative and scientific sources. Efforts have been made to study and demonstrate, through such sources, the necessity of innovation in religious education according to religious, scientific and philosophical foundations. The results show that philosophy, religion and psychology underscores the importance of innovation in religious education. On this basis, it is highly important to give more attention to the subject of innovation in religious education.

This article seeks to study the goal of religious belief education on the basis of religious doctrines. The research method used in this article is inferential and analytical in the sense that first the concepts of belief, faith and their relationship have been investigated and then the nature of faith and its components according Islamic doctrines have been explained, and also Muslim intellectuals' views concerning those doctrines have been analyzed and expatiated upon. The degrees of faith and its levels have been ascertained and the results have been inferred and explained to explain upon the objective of religious belief education.This research showed that faith (Eman) is the synonym of belief (aqidah) in one sense. The nature of faith in a synonymous sense with belief is nothing but confirmation and acceptance by the heart. This very confirmation and acceptance by the heart has three constituents: cognition, acceptance by the heart and love. Faith has different degrees which arise from the intensity and weakness of its constituents. The degrees of faith are unlimited. Hence, the goal of religious belief education also has three constituents: nurturing of cognition, nurturing of heartily acceptance and nurturing of love. In ideological education, attention should be paid to all these constituents together because a unilateral approach will entail harmful effects. Of course, it is possible that one of the aforementioned constituents may receive lesser attention but the stages of education require that due attention be paid to all of the constituents. Likewise, the goal of ideological education is of various gradations. Thus, in ideological education, a degree of faith should always be set as the target, and plans should be worked out towards reaching it. In addition, it should be noted that ideological education does not come to an end with the implementation of an educational program.

Different methods can be used for religious education in a family environment. In order for a person to find out which method is useful and effective, he should conduct a research into it through experimental studies. When it comes to the permissibility of the method, it is a jurisprudential issue that is answered and dealt with in Islamic sources. This article aims to study two perspectives from a jurisprudential point of view on the permissibility of resorting to "coercion" to make family members adhere to moral standards and religious rules. The theoretical foundation of this article is the domain of amr bil ma'ruf wan-nahy anil Munkar (enjoining good and forbidding from evil) and it studies the subject matter only on this basis. This article criticizes the theoretical foundations of the theory that considers coercion in a family environment as legitimate. The article stresses that the important responsibility of "faith protection" and "adherence to moral standards" in a family ought not to be discharged through violent means. Such means and methods are not only ineffective and useless but their legitimacy cannot also be derived from the Islamic jurisprudence.

One of the most basic issues of Islamic societies which have entailed profuse discussions is religious education. Precise explanation of religious education and identification of effective factors and obstacles in it are the duty of religion and educational sciences. This article, while focusing on this subject, seeks to find out as to what the effective causes of education are. What major obstacles is the religious education faced with?For this purpose, first, the concept of education and religious education has been studied and thereupon the effective factors and obstacles to religious education have been investigated and analyzed in accordance with Imam Ali's sayings in Nahjul Balaghah. This research is a basic research conducted into the text of Nahjul Balaghah using an analytical-descriptive method to elaborate on the effective causes and barriers of religious education as seen by Imam Ali (a.s.) in Nahjul Balaghah.

The goal of this research is to identify and investigate the relationship between scientific, artistic, moral, religious behaviors with happiness of the university students. The statistical population of the research was all of the students of Shahid Bahonar University, Medical Sciences University, Islamic Azad University and Payam-e-Noor University of Kerman city in the academic year 2005-5006 with 32795 students included of whom 573 students were chosen through random sampling method. The research method was descriptive, and the necessary data were obtained by questionnaire which was designed by the researcher and its validity and reliability were calculated 0.902 and 0.903 respectively. Binomial test was used for data analysis.The research revealed that the more are scientific, artistic, moral and religious behaviors of the university students, the more will be their happiness.

One of the most important subjects of Islamic educational system is invitation to thinking which man’s “accepted differentia” is and by which humanity is characterized. This ability is the origin of knowledge and also a source for man's different actions. When it comes to Islam's education system, the subject of 'thought' (or reason) has not been left or abandoned in an absolute way; rather, continuous efforts have been made to throw light on the importance of promoting and nurturing of thought.This article aims to explain, through Quranic verses and narratives of the Infallibles (a.s.), subjects such as description, conditions, sources, consequences, and obstacles of thought and thinking. In this study, an effort has been made to investigate and ascertain, on the basis of Islamic doctrines, the status of thought in an Islamic system of education. For this purpose, it has been explained that in Islamic educational system, thinking is characterized by three prominent features: capability development, extensiveness of application and vulnerability. The main factors through which intellectual development is achieved are: isolation, external and objective journey, reason-seeking, meaningful silence, paying heed to different viewpoints, good ethics and food control. Also the obstacles to thinking are: hurriedness, acting upon ignorant beliefs, blind imitation, personality-bias, arrogance and carnal desires. At the end of this article, themes and sources related to the subject of the article have been introduced and also several suggestions have been presented to help acquaint teachers and stakeholders of education with the ways of nurturing and promoting thinking according to Islamic doctrines.