Journal of Islamic Education
Year:2022 | Volume:17 | Issue:41|Papers Count:6

Moral education as one of the most important pillars of an educational system contributes greatly to orientation to that system. Thus, the view according to which we choose to face moral issues founds the educational system in a completely decisive way. Therefore, moral education is not only a specific and separate educational background and sphere, but, in a sense, it shows the depth and essence of the education system. Virtue-oriented ethics as an alternative to act-oriented moral systems can provide a different perspective on our understanding of moral issues and can also make the foundation of moral education undergo a fundamental transformation. This paper aims to analyze and formulate this role in the macro educational system to determine that virtue-oriented moral education can be a different framework for the totality of educational system. In this paper, in one hand, we seek to address virtue ethics philosophically and theoretically in terms of its effectiveness on the educational system, and, on the other hand, just a certain aspect of this system should not be considered, but the effectiveness of ethics on the totality of educational system should be investigated. The paper is concluded with the approach: the virtue-oriented moral education will basically create a different attitude to moral education, because many of the foundations of moral education in the formal educational system are based on a rule-based and external approach, which deprives the leaners of forming internal moral structures. In the virtue-oriented moral education, the moral education will aim to pursue moral perfection in the various aspects of the learners’ life, and not just to persuade them to do their homework.

This study aims to provide patterns of health-oriented sexual education in different developmental periods qualitatively and by documentary analysis method. According to the specific sexual conditions and issues of the individuals, four periods of childhood, adolescence, youth and the post-marriage were considered. Based on the characteristics, tasks and developmental challenges, a specific strategic pattern for sexual education and health was obtained for each period. Pattern of health-oriented sexual education in childhood was identified with three components "protection, care and prevention", in adolescence with three components "care, prevention and control", in youth with three components "prevention, control and health" and in the post-marriage period with three components of "satisfaction, health and chastity". Success in each period is a prerequisite for the optimal realization of the pattern of the next period. These patterns show the developmental process of sexual education of individuals according to their developmental challenges and sexual education programs based on it in family and educational system will provide sexual health of individuals in all developmental periods.

In the present era, observing professional ethics by human resource managers in various fields, including performance appraisal, is necessary, and long-term benefits of the organization are ensured by making rational and wise decisions. This study aims to identify the components of professional ethics considered by school principals when evaluating teachers’ performance, and seeks to study their effect on the teachers’ job productivity. The method of this study is mixed, and its strategy in the qualitative data is thematic analysis. For this purpose, 16 interviews were conducted with experienced school principals in District 1 of Bandar Abbas. By analyzing the content of the interviews, to evaluate the teachers’ performance, the components of professional ethics: human dignity, justice and fairness, trustworthiness and confidentiality, orientation to the truth, attention to growth and excellence, compliance with rules and regulations, acceptance of criticism, commitment and expertise, honesty, and transparency, were identified. These components were divided into three categories: the ethical components to be considered dealing with teachers, the principal’s personal and ethical components, and the ethical components needed in schools. The quantitative data of the study was collected according to two questionnaires: A researcher-made questionnaire to measure the professional ethics of evaluating the school principals’ performance, and Hersey and Goldsmith productivity questionnaire to measure the teachers’ productivity. The validity and reliability of the questionnaires were confirmed. By using statistical analysis in the quantitative data of the study, the main hypothesis of this study was confirmed, and it showed that there is a positive and significant relationship between the observance of professional ethics in the teachers’ evaluation and their productivity. Therefore, in order to improve the teachers’ job productivity, the principals of schools need to consider these components of professional ethics when evaluating teachers’ performance.

This study aims to identify the components of the teacher-centered approach to the students’ religious education in order to prepare them for the Mahdavi society. Its qualitative approach was conventional content analysis. The participants were the teachers teaching at schools in Ardabil, Iran, in the school year 1400−1401. 14 teachers at these schools were studied through typical case purposive sampling. In this regard, semi−organized interviews were conducted and sampling continued until data saturation. In order to validate the findings, the method of rich description of data and self-review of the researcher was used, and, so as to determine the reliability of the data, the method of simultaneous review was used. The findings showed that seven religious ontological components (non-contradiction, study of the structure of phenomena, being norm-referenced), narrative selection (spiritual meaning-making, religious personality formation, fundamentals of emergence), religious anthropology (spiritual development, futurism, belonging to beliefs), religious research (Mahdism discourse, criticism, context studies), authority (leadership, modeling), integrity of religions (crisis of biology, religious sharing), identity of waiters (religious welfare, character development, thinking, self−determination) are the main themes which provide the conditions for the students’ Mahdavi educability through 125 primary themes. The findings showed that the teachers, for a students’ meaningful understanding of the Imam Mahdi’s personality, should provide the ground for their active activities in knowing the doctrine and concept of Mahdism in order to guide individual behaviors correctly.

Children's fiction is one of the most effective forms of non-formal education; Influenced by the existing ideology and discourses, it focuses on some educational elements. Mahmoud Hakimi, as one of the most prolific children’s writers in the social and political atmosphere of the years before the Islamic Revolution and in opposition to the discourse of the domination system, has written stories for children and chosen religious education, which was concern for him and a part of the intellectual community at that time, as the appropriate content for his stories.  The present study aims to analyze and explain the fiction the Flying to the Planet of Freedom, which is a religious fiction, in order to extract some educational elements including educational objectives, behavioral patterns, and educational methods paid more attention by ideologies. The research method is critical discourse analysis through purposive sampling. The findings of this study confirm five discourses in terms of discourse analysis. Hakimi has explained and criticized four common discourses of his time: Marxist Left, Christianity, Nationalism, and Secularism. The fifth discourse is the discourse of Shia Islam and the dominant discourse, and the educational themes in this work have been formed under the influence of this discourse and in opposition to other discourses, and while marginalizing other discourses, it has given its own discourse superiority.

The study of the obstacles for the Shiite Imams in teaching Islamic sciences, and The explanation of their problems for the Imams’ programs are the main purpose of this study. The obstacles made the Islamic society not accept their authority in a united manner. This study based on a descriptive-analytical method was organized to answer the following two questions: - What obstacles did the Shiite Imams face in teaching Islamic sciences? - What problems did these obstacles cause to the Shiite Imams’ programs in teaching Islamic sciences? The findings indicate that the Shiite Imams faced three basic obstacles in teaching Islamic sciences: government, the mainstreams active in Islamic sciences, and commitment to the principle of taqiyyah. These three factors caused problems to the Shiite Imams’ educational programs, such as appearing heresy and deviation in the Islamic religion, losing a part of the human and scientific resources of Imamite Shia in Islamic sciences, causing the Shiites to wander, penetrating into Imamite Shia, raising doubts about the content of some hadiths, and creating deviations in the content of Islamic sciences.