JOURNAL OF APPLIED ISSUES IN ISLAMIC EDUCATION
Year:2017 | Volume:2 | Issue:3 (4) |Papers Count:6

The present study was undertaken to investigate the nature of discourse making of the Islamic revolution’ s doctrines and its characteristics in the curricula of the educational system of the Islamic Republic of Iran. The method of this qualitative inquiry was analytical. The population of the study comprised all relevant databases that were identified at first, then were studied purposefully and deeply as well as analyzed continuously. At first, the nature of discourse making was probed and the findings indicated ten basic characteristics with an emphasis on ideology, identifying floating and contradicting signifiers with ideology, paying attention to human nature, social acceptability, planning, hegemony, demandingness, accessibility, discourse making as technology of soft power and attention to political-social requirements. In addition, the theoretical consequences of discourse making approach in curricula were studied in terms of macro/basic and technical/special perspectives and also practical consequences were examined in terms of the aforementioned approach, according to three areas of knowledge, attitude and performance of learners in facing with the Islamic revolution’ s doctrines and enhancing soft power of the Islamic Republic of Iran through the curricula

The present research sought to investigate the role and position of purification in educational discourses, namely, happiness, health and austerity discourse in comparison to Quranic discourse. The research method is qualitative focusing on inferential-analytic and comparative-analytic methodology. The population of the study consisted of the books, documents, and educational databases related to purification and discourse making. The sources which covered research parameters were purposefully selected and deeply studied. The findings revealed that in all three discourses, purification enjoys the highest position. In the happiness discourse the education process is twofold: a section on purification and a section on instruction. The position and role of purification equals that of instruction. In health discourse, purification is the whole process of education and enjoys an irreplaceable and invaluable position. In austerity discourse, instruction does not enjoy any position in the process of education since this perspective believes that purification is knowledge-inducer and does not need instruction. In this view the process of education is twofold: a section on purification and a section on tahlieh (decorate oneself with moral virtues); purification is both a precondition for actualization of tahlieh and aim of education. In Quranic discourse, the process of education is twofold: instruction and purification. Such discourse disagrees with discourse of austerity and that of health while close to that of happiness. Ultimately, in formal education, purification should equal instruction in terms of position and the necessary compatible plans should be provided.

The purpose of the present study was to investigate the relationship between ethical entelligence, work ethics, and organizational commitment among school principals in Meybod with an emphasis on the Islamic approach. This study had a descriptive-correlational design. The statistical population of the study comprised all school principals at different stages of education in Meybod in academic year 2016-2017. The sample size was determined based on Krejcie and Morgan Table (1970) and 108 indiviuals were selected through random stratified sampling method. The instruments included Lennick and Kiel's Ethical Intelligence Questionnaire (2005), Costa and McCrae Work Ethics Questionnaire(1992), and Organizational Commitment Questionnaire (Mowday, Porter & Steers, 1992). The reliabililty and validity of the instruments were approved by psychometric criteria. The obtained data were analyzed by using Pearson correlation coefficient and stepwise multivariate regression analysis. Results indicated that moral intelligence had the predicitive power for work ethics and organizational commitment. More specifically, among the components of moral intelligence, the best predictors of work ethics were standing up for what is right in the first stage and standing up for what is right as well as admitting mistakes and failures in the second stage. Furthermore, among the components of moral intelligence, the best predictors of organizational commitment were actively caring about others in the first stage, telling the truth in the second stage, and admitting mistakes and failures in the third stage

The aim of this study was to explore, through a phenomenographic study, the rationales and approaches of selected implemented curriculums for “ selfcontrol” . This is an important area to investigate because a central value in the field of religious education is a radical shift from external control to an internal self-control. Moreover, recently there have been various attempts to plan and carry out some educational interventions in the country which are worth investigating. To do so, educational experiences about this subject were considered and semi-structured interviews with teachers were carried out. It is worth mentioning that the participants of this qualitative research were selected via purposive sampling and the obtained data were analyzed through analytic, inductive method. Findings of this phenomenographic research are: In the main category of “ rationale of self-control curriculum” there were two subcategories, i. e., “ religious rationale” and “ pre-religious or anthropological rationale” . In the main category of “ curriculum approaches about freedom or obedience of learners” three subcategories were identified: “ maximum freedom irrespective of learners’ age” , “ maximum obedience regardless of learners’ age” and “ freedom and obedience in accordance with learners’ age and conditions” .

The aim of this study was to examine the impact of spiritual intelligence training-with an emphasis on the Quranic teachings-on reactions to academic stress and academic self-efficacy among students. This quasi-experimental research had a pretest-posttest control group design. The population of the study included all tenth-grade boys in Shabestar in academic year 20152016. The sample was drawn via convenience sampling and 40 students were selected and randomly assigned to experimental and control groups. The experimental group received eight sessions of spiritual intelligence training. The research instruments comprised Gadzella’ s Student-Life Stress Inventory(SLSI, 1991) and the Morgan-Jinks Student Efficacy Scale(MJSES, 1999). The content validity of the questionnaires was confirmed by experts and the overall reliability coefficients obtained for SLSI and MJSES were 0. 83 and 0. 85, respectively. The research hypotheses were analyzed through covariance analysis. Results demonstrated that spiritual intelligence training had a significant impact on students’ reactions to academic stress. In addition, spiritual intelligence training had a significant effect on students’ academic self-efficacy. Due to the fact that stress is a prevailing problem among students, it is recommended that a number of initiatives be designed to familiarize teachers, students as well as families with spiritual intelligence.

The present study was carried out to investigate the role of modeling method of school systems’ staff and administrators [principals, vice-principals for extracurricular programs, and heavenly messages (Payamhay-e-Asemani) instructors] in predicting Tehrani female students’ religiosity. The research method was descriptive and correlational. The statistical population of the study comprised high school girls in Tehran. The sample size was determined based on Krejcie and Morgan Table (1970) and 280 students were selected through multi-stage cluster sampling method. The instruments included Fazaeli’ s Questionnaire on the Modeling Method of School Systems’ Staff and Administrators (2003) in three forms (principals, vice-principals for extracurricular programs, and heavenly messages instructors) as well as Religiosity Questionnaire (Shojaeezand, 2005) whose validity and reliability were confirmed by psychometric criteria. The obtained data were analyzed by using correlation coefficient and multiple regression. Results indicated that there was a significant, positive correlation between the modeling method of principals and heavenly messages instructors and students’ religiosity. Moreover, the modeling method of principals and religious teachings instructors could predict students’ religiosity. Furthermore, there was a relationship between the modeling method of vice-principals for extracurricular programs and students’ religiosity; nevertheless, results of regression analysis showed that the aforementioned modeling method did not have the power of predicting students’ religiosity.