BIQUARTERLY JOURNAL OF ISLAMIC EDUCATION
Year:2020 | Volume:15 | Issue:31 |Papers Count:8

Routine or "lecture" is one of the oldest methods of teaching; the way in which it integrates with other educational methods can be somehow active in education; the issue that is in the book of Imam Ali (PBUH) is because of the fact that he considers his or her subjects in combination Different educational methods are presented; accordingly, two questions arise: 1. What educational methods did Imam Ali (AS) use in his lineage? 2. What were the methods used by the Prophet to observe what training strategy? Referring to historical sources and Nahj al-Balagh on the one hand, and combining historical data with educational analysis on the other hand, and based on the descriptive-analytical method, it is possible to use Imam as the best way to use public education for the purpose of teaching to They could not provide comprehension of complicated clauses; in this regard, various methods, such as questions and answers, discussions, rationalism and thinking, the organization of materials, etc., were used to facilitate the spatial separation of the session, facilitating and expediting learning. The activation of the mentally minded person, the regularization of his thought, and the reasoning of the power of discretion He led.

Personal autonomy is Educational goal based on the ability to Free choice and independent. . Because the media want to restrict people's freedom of thought. And make them slaves of thought. The purpose of this article is to introduce a proper model of Personal Autonomy. this present study which is a kind of qualitative researches, by analyising the behavioral method of the great leader of Ashura movement. The findings are divided into two parts. Findings related to Autonomy in the educational approach of Imam Hussein (AS) and his followers and findings related to the approach of the enemies of Imam Hussein (AS). The findings based on Personal Autonomy criteria (originality, reason, and will) are: Imam Hossein's performance and his followers show that they were autonomous people. Imam Hussein gave his followers choice and freedom. And this is the basis of Autonomy We see in the section on the behavior of the enemies of Imam Hussein, They do not have authenticity, reflectively and strength of will and they are heteronomous.

This paper aims to investigate the effect of relief education on spiritual awareness and ethical behavior of high school teachers in Gorgan. The research design was pre-test and post-test with control group. The statistical population consisted of 345 teachers in the academic year of 1997. They were randomly assigned into two experimental groups (20 people) and a control group (20 people). Then, the rescue-related training was provided to the experimental group for two months in the form of SMS by mobile, while the control group received no training. At the end, both groups responded to Abdullah Zadeh's spiritual intelligence and Lusir's moral behavior questionnaires. The results of covariance analysis indicated that rehab-related education improves spiritual awareness of high school teachers. As well as teaching related to resurrection, teachers' ethical behavior can also be promoted. Therefore, the promotion of spirituality in the workplace, especially through the message, leads to a reduction in the desires of the working environment, increasing ethical and conscientiousness, and more motivation, performance, and productivity.

The ultimate goal in Islamic education enjoys a special position. The experts of Islamic education have mentioned various goals as the ultimate goals. They have mentioned goals such as proximity to Allah, pure life, Allah’ s vicegerency, annihilation in Allah, and Allah’ s consent, while there is just one ultimate goal. The question is as follows: “ What is the ultimate goal of Islamic education according to Quranic verses and Islamic traditions? ” The present study analyzes the Quranic verses and Islamic traditions as well as the views of the scholars of morality to investigate the ultimate goal of education form the Islamic viewpoint. The findings of the study suggest that Islamic education has just one goal and that is Allah’ s consent. Other things are either in line with that goal or are among the general goals of the Islamic education in various domains such as ritual, religious, social education and the like.

The Quranic “ faith-centered” model includes beliefs under the guise of faithful, infidel and hypocrite attitudes, which can explore the personnel’ s behavior in organizations in a three-layer continuum. In the present article, in order to offer a Quranic “ faith-centered” model and applying it in investigation of the behaviors of the educational personnel, we conducted a descriptive-analytical study. It is noted that to gather data, we used library sources through note-taking. The analysis of the findings was done through “ content analysis with reasoning analysis” . The results show that the ‘ faith-centered’ model in the form of the main attitudes includes faithful, infidel and hypocrite attitudes, which has – as a system – input elements (cognitive), processing elements (emotional) and output elements (behavioral). In a general conclusion, we may claim that the Quranic ‘ faith-centered’ model with faithful, infidel and hypocrite parameters can be suggested and applied in investigating the behaviors of the educational personnel.

Background and Objective: Relations between parents and children are one of the most influential factors in a person’ s life, affecting the development of functions, features, and shaping the harms. The present study aims at examining the relationship of parent-child relationship pattern based on Iranian-Islamic native model with communication skills and students’ self-esteem intermediation. Methodology: to this end, a sample population consisting of 400 students of Jahrom University was selected through stratified sampling method. The required data were obtained using Baqeri’ s questionnaire for models of parent-child relationship (2013), communication skills test (Queendom, 2004), and self-esteem inventory (Cooper Smith, 1967). In order to investigate the relationship between variables, multiple regression analysis was used. Results: The findings showed that the the subscales of ‘ inflexibility’ , ‘ instability’ , and ‘ indifference’ in father-child relationship model and the subscales of ‘ acceptance’ , and ‘ entanglement’ in mother-child relationship model affect the communication skills significantly. Similarly, the results showed that the subscales of ‘ acceptance’ in father-child relationship model and the subscales of ‘ acceptance’ and ‘ entanglement’ in mother-child relationships model affect self-esteem significantly. In addition, the subscale of social self-esteem had a significant effect on students’ communication skills. Conclusion: Considering the results, the dominant pattern of relations between parents and children is security-centered and freedom-centered, which in some way damages the children’ s value system and their beliefs, and they will always be in danger of being absorbed by individuals, groups, sects, spying agencies, etc., who will determine their direction and obligations.

This study aims at explaining the comparative model and its efficiency and applicability in compiling and teaching the course on Islamic sciences considering the needs of the modern world. This inquiry makes use of a mixed method of analysis and survey to describe and explain the feedback of using the comparative model as well as the non-efficiency of the mere descriptive model in education in the given statistical population. The population consisted of the students in the international university of Qazwin. The data-gathering tool was a researcher-made questionnaire. In the onset, a report of the descriptive model was offered, a model which leads to a methodological petrificationsim. In the next stage, we referred to efficiency and consequences of using the comparative model in building a new world with transcendentalist feature. Designing and exerting the courses on Islamic sciences is the result of a transcendental view of the interconnected dichotomy of “ educating and developing intrapersonal Islamic values” and “ attempting to build and process Islamic macro-management” . This ideal is based on using certain educational models with the efficiency criterion. In this model, Islamic doctrines are explained in comparison with other claims by rival schools. This assessment deals with analysis of the issues of schools, fundamental discussions, preconceptions, consequences, and epistemic goals and methods.