JOURNAL OF ISLAMIC EDUCATION
Year:2019 | Volume:27 | Issue:44 |Papers Count:8

Martyrs consciously selected a glorious path. Their consciousness and knowledge originated from their thinking and presented their philosophical considerations. Their philosophical foundations can be derived and presented throughout their wills. This research is intended to identify the philosophical foundations of instructive lessons endorsed in the wills of the martyred students in the Holy Defense to propose instructive help for those in charge of education. This applied research follows a documentary-analytical method. Data analysis is performed through deep content analysis. The findings indicated that the martyred students talked so much about the epistemology in their wills that one can easily attain a clear image of God and beings, and that the whole being belongs to God, truthfulness is constantly fighting evil, and the material world is temporal. However, the wills of martyred students have paid little attention to the nature of being. In terms of anthropologic studies, the martyrs have reached to a perfect philosophy paying attention to human features such as freedom, determination, recognition, responsiveness, purity and the idea of combination of both body and soul. In terms of epistemology, the most important account of the martyrs is devoted to revelation, charisma and ultimately, wisdom. Most of martyrs' cognition is derived from intuition and can be regarded as the state of real certainty. Considering the role of value, they put a significant importance upon the role of will and awareness in constructing goodness and value. In terms of values, they mostly concentrated on worshiping and moral values; yet, they have paid little attention to the sources of such values.

Despite the significant role of rationality in Farabi’ s philosophy, no comprehensive research has been conducted to explain the principles of rational education explaining his ideas. This research is intended to explain the principles of rational education in terms of its objectives according to Farabi’ s thought. Employing Franken’ s deductive method, the researchers explained the concepts of the research first. Then, they subdivided the themes into distinct categories and identified the realistic philosophical propositions. Finally, the principles of ritual education were identified from Farabi’ s point of view. The results revealed that the principles of rational education in the domain of theoretical rationality included training, guidance, the necessity of education, and rationality. In the ​ ​ practical rationality, it included principles of readiness, trainability, responsiveness (individual agents), cooperation and gradualism.

This research is intended to design a model for evaluating the effectiveness of Sepah (Islamic Republic Guards Corps, IRGC) training and teaching courses. This developmental research follows mixed-exploratory method. In the qualitative phase of this study, the statistical population includes scientific experts, commanders and managers of the educational system of Sepah. In the quantitative phase, the population includes commanders and directors of educational system as well as university professors and instructors at the educational centers of Sepah. Content analysis method was employed for data analysis of the qualitative phase. Statistical tests and structural equations modelling methods were used for quantitative data analysis. Findings of the qualitative section, derived by inductive development method, indicated that the model of evaluation of effectiveness of teaching and training courses contained four main categories and 24 sub-categories. The results of the quantitative part of the research indicated that all of the coefficients of the model were significant at 0. 99 level of confidence. The overall results of the analysis showed that the designed model was reliable enough for evaluating the effectiveness of teaching and training courses. The proposed model consisted of four aspects: evaluation of inputs, processes, results and outcomes with root coefficients of 0. 77, 0. 787, 0. 82 and 0. 84, respectively. The aspect of results was the most important one with the weight coefficient of 0. 326. The least important aspect was the input aspect with the weight coefficient of 0. 273. This model has been localized in line with the theoretical foundations, research background, grand doctrine, development plan, as well as organization transformation and excellence plan. It is appropriate for applying in the educational evaluation teaching subsystem of the teaching and training system.

The implemented curriculum contains teaching-learning procedure performed between the instructor and the learner in an actual educational environment. Taking models from Imams’ practical approaches to education, especially that of Imam Sadigh (P B U H) as the forerunner of the ideal Islamic education is necessary for achieving a pure Islamic-oriented and monotheist curriculum. Having employed three methods including historical research, explanation of propositions, and using reverse order, this research reviewed Hadiths and supplementary resources as well as their interpretations related to the life and sayings of Imam Sadigh and his general educational approaches and the curriculum he has run practically. The researchers have identified and explained these findings using analytical and combinational perspectives. 16 categories in the form of objectives, content, teaching– learning process, and evaluation are identified in Imam Sadigh's implemented curriculum including training successors from talented students to lead the class, creating the situation for investigation, the importance of free-thinking in education, the evaluation system of the learners and the position of teachers, etc. In terms of combination method, the rule of monotheism and ethics can be observed in the implemented curriculum of Imam Sadigh's educational system. The requirements of movement of the educational system of the country towards receiving its model from Imam Sadigh's implemented curriculum is presented in the end.

Many of the stories of Masnavi, both in terms of narration and the elements depend on other narratives created or combined before Rumi. One of the important factors of this type of dependency is the connection that each text makes with others on the basis of contextual relationship. Accordingly, the role of the author in the position of instructor and educator can also cause dependence with other cultural and literal contexts. The author, thus, alleviates the anxiety of others’ influence and, relying on teaching specific aspects of earlier narratives, engages in creative misreading. Through a descriptive-analytical method, this research makes an attempt to find out how educational functions have led to the construction of a new narratives derived from the original stories. It also tries to explain the techniques employed by Rumi. The results indicated that trying to attest his instructive ideas, Rumi has intervened creatively by combining the previous stories and converting them into his own style, adding secondary educational themes to the main themes of two related stories in the form of monologues, placing the poet, through the role of a teacher, in the frame of story characters to present specific attitudes, changing the perspective, and prolonging the discourses to express educational subjects to transform previous structures and construct his own narratives.

The achievement of individual, organizational-institutional, and social goals defined for educational systems, as well as solving challenges, ultimately depend on learners’ cognitive, skill, and attitudinal development. Guidance, as a strategy of interactional approach aiming at helping the learners and supporting them, plays an important role in educational and professional success, by helping students and providing support to them. This research is an attempt to identify the components of Islamic guidance in the Islamic scriptures. Employing thematic analysis method, the researchers identified the verses of the Holy Qur’ an, the sayings and traditions of the infallibles in the reliable educational sources, and the related researches were selected and analyzed and the components of Islamic guidance were. The analyses were conducted in three stages using Straus Corbin method. In the first stage, definitions, concepts, and the characteristics were identified from which more than 300 initial codes were explored. These codes were classified into 25 main categories in the second stage. Having integrated and having combined these categories, 9 core themes were identified as core components of the Islamic guidance. They included modeling, challenging, instructing, counseling, supporting, encouraging and punishing, dignifying and paying attention, kindness and simplicity, and scientific-professional networking. These nine core themes are closely interrelated and emerge in the Islamic texts together. They are consistent with the inherent integrity of the instructions and Islamic concepts. The application of these results in teaching contributes to the continuity, consistency and integrity of the community, educational system and educational administrators, and the learners.

This study aims at identifying the characteristics of a committed academic university professor in the Islamic education. Hence, the role of four main axes of the man’ s characteristics, creation, tenacity of living and the nature in shaping different anthropological systems are studied from different perspectives, in particular from the Islamic thought and educational point of view. In the Islamic training, there are obligations for man for his competencies and distinctions. Fulfillment of his accountabilities and duties is regarded as a response to the above superiorities. In Islamic education, it is supposed that a committed person must practice his commitment through feeling internal necessity in addition to their recognition. The indicators of the relationship of man with God, self, and creation are manifested in the relationship of man with God, himself, and the creation. Underlying each of these relationships, the components of the committed man have been identified reflecting the characteristics of an academic person in terms of Islamic education. This study is carried out through descriptive-analytical method.