JOURNAL OF ISLAMIC EDUCATION
Year:2020 | Volume:27 | Issue:45 |Papers Count:9

A meta-analysis on the different educational systems is to investigate whether they follow trainers-centered or trainees-centered approaches. Hence, the main point in this study is to examine the possibility of having human education without the interference of the instructors, and the extent to which the instructors influence the process and play role in training. This is a vital problem because the issue has been regarded as a serious challenge in many educational models after the Islamic Revolution of Iran. In this study, the researchers are trying to employ Mulla Sadra's views of Hikmat Mota’ alieh relating human education and its requirements to present their views of focusing on the trainers or trainees in the Islamic education. Having collected information and having assessed the works of Mulla Sadra and the contemporary commentators through the library method, and analyzing it on the basis of inferential methods, the researchers obtained, through three methods of reasoning, that based on the principles of Mullah Sadra’ s views, human educational system tends to be trainees-centered. It is not necessary to have instructors, though their roles as facilitators and simplifiers are not negated. This approach permits us to eliminate the monopoly of instructional patterns through traing styles, and to move on to other training patterns.

This research is intended to develop a model of physical fitness curriculum in the armed forces for the use of commanders, managers, programmers, and experts. This mixed study included 125 physical fitness commanders and experts. A semi-structured interview and a researcher-made questionnaire were employed for data collection. The semi-structured interview was tested by binomial test, and the content validity of the questionnaire was confirmed by Louche coefficient of 0. 9 and Cronbach's alpha coefficient of 0. 948. The data were analyzed by descriptive and inferential statistical methods (structural equations, Kolmogorov-Smirnov test, confirmatory factor analysis and partial least squares structural equations) with SPSS and PLS software. The results showed that the final model of physical education curriculum included three main dimensions including public, organizational, and championship sports each of which contained six components (goals, content, teaching methods, instructors, and sport facilities and spaces, and evaluation). 127 indicators were identified for all components. The results of survey indicated that the content and instructors have not been considered in exercising the programs. This is an essential issues in the planning sport programs which need to be considered for enhancing the physical fitness of the group based on the type of their jobs and services.

The general purpose of this study is to have a metacognition of developing moral training of children on the basis of Avicenna’ s educational thought in terms of explaining the concept and identifying its components as well as its objectives and principles. According to Avicenna, moral training is composed of teaching ethical principles and values ​ ​ and trying to cultivate a tendency toward moral virtues and avoidance from moral vices. On the one hand, moral training of people guarantees their perfection and wellbeing in this world and in the hereafter. On the other hand, moral training means one's possession of moral virtues and good habits according to which he will have the ability to distinguish good deeds from evil deeds, and growth from astray. The objectives of moral training, according to Avicenna, consist of two phases of ultimate and intermediate goals. The ultimate goal proposed by Avicenna includes reaching to the intimacy of the First Righteousness. The intermediary goals, which are indeed the means of attaining the ultimate goal, include austerity, moral self-knowledge, fulfillment of rational soul, self-esteem, and acquaintance with the holy Prophet’ s Ahlulbait. Avicenna’ s principles of moral education include: discipline, persuasion and warning, modelling, avoidance of extremes and consideration of children’ s morals. It can be understood from Avicenna’ s saying that moderation must be kept in mind in the moral training of the children.

The purpose of this study is to explore the link between habit formation and training from the viewpoint of a group of Muslim and Western educators to clarify, a. what their approaches towards training are, b. how they define habit formation, and c. what relationship they believe there is between habit formation and training. Identifying and selecting a number of Muslim and western instructors for analyzing their attitudes toward the concept of training, habit formation and the relationship between them, this descriptive-analytic study followed library method for collecting data. The collected data were analyzed indicating that Muslim instructors believed that habit formation is effective in educational methodology, and that they perceived creation of good habits can improve training. Yet, western scholars are different in this regard. They fall into three categories, a. a number of them consider habit formation to be useful for training, b. another group considers habit formation to be harmful, and the third group adopted the use of habit formation in some special conditions.

Despite the direct behavioral interaction between instructors and students, the instructional role of military science educators is disregard because of a variety of reasons, such as teaching of specific military courses and the barriers to the growth of intra-organizational ethics in the complex. Therefore, by identifying the factors affecting the enhancement of the religious and ethical role of educators, this study took a vital step in creating the necessary ground for helping the authorities. This research is intended to identify the effective factors of promoting the role of religious and moral training of the instructors in a military university. The main research question is: "What are the factors influencing the promotion of the role of religious and moral training of instructors in a military university? " This is an applied research which follows descriptive-analytical method with descriptive and inferential statistics for data analysis. The statistical population consists of 100 subjects and the data were collected through questionnaires and were analyzed by SPSS software. The identification of the effective factors which influence the enhancement of the role of religious and ethical training of educators in individual and organizational fields, will make it possible to eliminate the obstacles to the growth of intra-organizational ethics of the educators in the university. The identified priorities of the results indicated that the individual instructors have to focus more on the individual and religious self-efficacy, and the university should rearrange its organizational priorities and pay more attention to better programs for upgrading its instructors.

This research is intended to develop a critical thinking educational package for undergraduate courses based on the stories and allegories of the Holy Qur'an. This applied research follows descriptive-analytical method for data collection and survey method for validation of the educational package. The statistical population of the study consists of all the sources and documents related to the subject, as well as all of the specialists in the fields of education, philosophy of education, curriculum designing, and Islamic sciences in the Makazi Province in the academic year of 2016-2017. The sample is selected through objective and available sampling method in the document review section, and in the validation section, it was done on the basis of similar studies and the opinion of 20 experts. Note taking and researcher-made questionnaires were employed for data collecting. For data analysis, central and peripheral indices were used. The findings demonstrated that the designed educational package contained seven goals: 1) enhancing of questioning spirit; 2) developing responsiveness; 3) improving tolerant people who accept criticism; 4) participating in group activities; 5) enhancing the skills of self-evaluation and self-modification; 6) developing the skills of "decoding concepts" and "interpreting meaning"; and 7), rising the ability to "test ideas" and " to analyze reasoning". The main topics of the contents derived from five stories of the Great Prophets (Olulazm) and the story of the Companions of the Cave (asahb Kahf) and the eight allegories in the Holy Qur'an. The teaching and learning strategies included: "group discussion", "group inquiry", and "questioning and answering". The evaluation methods included “ recording classroom observations” , “ self-evaluation” , “ research-based evaluation” , and “ group evaluation” . Furthermore, the results indicated that the experts evaluated the designed educational package and its components as a valid and proper program. Moreover, on the basis of the findings of this research, teaching critical thinking according to the proposed educational package can be suggested for all levels for training and developing faithful, religious, smart, and knowledgeable people having philosophical minds.

This research is aimed at making an analysis of the relationship between spirituality at work and the quality of work life of teachers. This applied research follows a descriptive-correlational method. The statistical population of this study consists of all high school teachers in the city of Qom in the academic year 2016-2017 of whom 366 first and second grade teachers were selected by stratified random method as the sample group through Cochran’ s formula. Milliman and Linden questionnaire was employed for data collection. Pearson’ s correlation and stepwise regression were used to analyze the data. The results demonstrated that there were positive and significant relationship between all dimensions of spirituality at work and quality of work life of teachers, so that at the organizational level of spirituality at work (mean = 4. 03), group level (mean = 3. 85), and individual level (mean = 3. 36) they were able to predict teachers' quality of work life. The “ r” at p≥ 0. 05 indicated that there was a significant and positive relationship between spirituality at work and its dimensions with the quality of work life of secondary school teachers.

Recognition of one’ s objectives is a basic need of human beings for knowing the right path and taking the right way to get trained and feel responsibility. This is because there is always the possibility to get away from the right way without knowing the objectives. Therefore, the first provision for coordinating educational activities is to have an aim to guide the related programs and activities. It is therefore essential that program designer specify the aims of training. The main purpose of training in all schools is the perfection of man, and all his activities are influenced by it. This study is aimed at formulating the goals of Islamic education for adolescents with emphasis on the responsibility approach. It is an applied research in terms of purpose, which follows qualitative content analysis. The statistical population contains the Holy Qur'an and the related saying (including source books on hadith and narration). In the first phase, the required data were derived from reviewing Islamic literature. The data were then analyzed in three stages of open, axial and selective coding, followed by categorization, integration, and refinement. The main category was determined as the objectives of Islamic training focusing on taking responsibility. The findings indicated that the most essential goals of Islamic education focusing on taking responsibility are: religious beliefs including worship and serving Unique God (performing rituals, piety, gratitude), economic goals including work and living morals, cultural goals including self-reliance, participation in group activities, safeguarding purity and family relationships, co-operation, encouraging of good deeds and prohibiting evil deeds as his public duties, fostering discipline, scientific, and instructive aims including enhancing rationality, investigation and thinking, nurturing the spirit of continuous education, nurturing a spirit of participation and collaboration in group activities, and fostering a spirit of reading and studying.

There are many factors interfering the process of religious training, one of which is the instructor. The prominence of the role of the instructor is so great that we can define training as a two-way purposive relationship between the trainers and the trainees. Therefore, the identification of the type of competencies the trainers have to master to work properly, can help us achieve the desired outcomes of the education processes and gain our educational goals. Hence, this research, following an analytical-inferential approach and considering Hikmat 147 of Nahj al-Balaghah, which contains serious implications in this regard, has addressed the problem and has identified the professional qualifications of the instructors of religious traing in both scientific and practical fields. The scientific competencies include components such as "reception, transmission, and caring", and the practical competencies included preventive components (covertness, arrogance, apathy, pleasure seeking, and wealth collecting) and positive components (divinity-orientation, definite knowledge, patience and courage).