Journal of Islamic Perspective on Educational Science
Year:2016 | Volume:3 | Issue:5|Papers Count:6

Economical education, according to the science of economy, has three areas of production, distribution and consumption. The aim of this research was to determine the components of economical education in the context of distribution based on Islamic teachings so that training programs suitable for Islamic countries will be designed in this area.Deductive-inductive content analysis was applied in this research. The holy Quran is the statistical population of the research; so that holy verses associated with the subject matter were chosen as samples based on purposive sampling method. The questionnaire was used to verify the appropriateness of the extracted categories with research objectives. The findings indicated that these components in the area of distribution can be classified along with their sub-categories in three categories of purpose of distribution, financial instruments of distribution and pathology of wealth distribution. Justice as the sub-category of purpose of distribution; donation, lending, Zakat and khoms as the sub-category of financial instruments of distribution; and economic of corruptions as the sub-category of pathology of wealth distribution were extracted and determined.

Keramat Plan is an important experience in value education in formal and general education system in Iran. But it was not taken into consideration carefully. In this essay, this experience in moral Education has been criticized. Descriptive- analytical Methods has been used for this study.At first, theoretical framework of Keramat plan-aims, content, method and material - have been analyzed. Secondly, Based on that analysis, weak and strong points had been recognized. This critical study found out some strong points such as considering the theological culture of society context, emphasizing on internal motivation, planning semiindependent curriculum for moral education, organizing value concepts, and using the educational role of teachers for moral education. On the other hand, the weak points included lack of specified theory and lack of explanation for the existing order of provided values.

The present study aims to investigate the effects of executing the plan for teaching philosophy to children for spiritual growth. This study was a quasiexperimental one conducted through a control group and a pretest and posttest. The statistical population of the study included all female students in Isfahan aged 12 to 14 among which a sample was selected randomly through cluster sampling from two of the Centers. Then, 15 students were selected randomly from each of these centers and were put into two control and experimental groups. The subjects in both groups filled out the Hall and Edwards (1996) Spiritual Assessment Inventory with Cronbach's alpha coefficient of 0.89. Later on, the subjects in the experimental group attended 15 one-hour sessions of teaching philosophy to children. At the end, both groups were asked to fill the Spiritual Assessment Inventory again. The data collected were analyzed. Findings revealed that the plan for teaching philosophy to children has been effective on their spiritual growth. In case of the subscales of spiritual growth, it could be said that the plan leads to an increased awareness about God. The plan also decreases desperation and unstable and exaggerated relationship with God. It could be concluded that execution of the plan for teaching philosophy to children promotes spiritual growth in students.

Explanation of the Islam’s educational system is among the issues considered by the anthropologists. Their opinions make the problem clearer. Ali Safai Haeri is among the contemporary Islamic thinkers with high scientific rank who has concentrated on education and educational system theory. Based on the religions sources. His works led to a research on extraction of anthropology principles as the most crucial principles of this course the research was conducted using descriptive, formal and technical language analysis and deduction methods. In this study, we have explained some terms and concepts used in Safai’s works including those applied in a “Human in two chapters”, “Structure of society”, “minding, thinking and supervising”, “key” and “freedom”. Then, concerning the “worship” as the general goal of Safai’s educational system, we have explained three anthropological foundations. According to his works, he has configured three anthropological foundations of type I, three intermediate goals, eight anthropological foundations of type II and eight educational principles, in a practical scale.

This article emphasizes on readings as an essential skill in educational systems in the world and try to clarify it. The research method which was used in this article was descriptive- analytical. At first according to Winch view the concept of readings was explained with notice to analysis of “Know- how” and was explained the concept of skill, transversal abilities and project management. Findings showed one of the strength point of Winch view is his emphasis on skill contrast technic. According to Islamic action theory and with emphasis on knowledge, will and tendency, the weak point of Winch view is neglected of antecedence to emprise related to motivation.

Islam with a rich source of “Qur’an and Sunnah” offers comprehensive educational program to the world. One of the aspects that Islam explains it well, is silence. This study focuses on the issue of the language of silence in education, for this purpose, at first, defined the meaning of silence in religious education, and then relying on the Quran and the Sunnah, explained the roll of silence in them. To achieve this goal, by referring to the Quran and Hadith books, the meaning of silence was clear and finally, by analyzing the data, this position was explained in religious education. The results of this study show that the silence is equivalent with Sumt and Ansat word, that it means modesty in language.And in Islamic tradition, silence has a direct relationship with components such as wisdom, devotion, patience. Finally, achieved the conclusion that the current educational system, because of transferring large amounts of data, there is no time for thinking and reflection and the way to overcome this gap, it is to provide the opportunity to experience silence.