JOURNAL OF ISLAMIC EDUCATION
Year:2020 | Volume:28 | Issue:46|Papers Count:9

The purpose of this study is to investigate epistemology from Imam Ali's (AS) point of view, with an emphasis on its educational implications in terms of levels, resources, instruments, obstacles and consequences of knowledge. It also aims at identifying the causal and intermediate provisions and strategies for acquiring knowledge from Imam Ali's (AS) point of view and explaining its educational implications. To achieve these goals, eight questions were raised. This research follows grounded theory method and its content is derived from the gracious books of Nahj al-Balaghah, Ghurar al-Hekam, and other Shiite narrative sources containing the sayings of Imam Ali (AS). The results of the research demonstrated that the causal provision for obtaining knowledge is "divine guidance", and its mediating provision is "divine piety". The levels of knowledge include "doubt, suspicion and certainty"; sources of knowledge contain "revelation and inspiration, reason, the heart, Fitrah, verses of nature, verses of the soul, (human being) and history". The instruments for acquiring knowledge include: "contemplation in the Holy Qur'an, wisdom (reasoning / thinking), sense, discovery and intuition, and taking lessons from the lives of the Ahl al-Bayt (AS). Furthermore, barriers to knowledge include: "following the temptations of the soul, worldliness, non-divine love, lust, longing, obedience to the wicked things and associating with them, excessive improper jokes, egoism and selfishness, sedition, greed, poverty, evil temptations, anger, controversy, neglecting knowledge, pride, short-sightedness and doubt". The consequences of knowledge include: distinction between righteousness and void, possession of the advantage of Shahid, acquiring faith, maintaining faith, piety, acquiring excellence, acquiring intuition, theology and forgiveness". The strategies for the development of knowledge include: "sincerity, self-sacrifice, expedition in the verses of nature and spiritual verses (self-cognition), remembrance and reminiscence of God, self-purification, and experience. " The findings of the research also indicated that appropriate educational implications of epistemology from Imam Ali's (AS) point of view in terms of educational goals includes "closeness to God" as an ideal goal, four general goals, and a number of peripheral-goals, as well as appropriate educational methods and issues.

Mahdiism is an important Islamic doctrine, especially in Shia. It has been considered in terms of belief. Although some researches has been done in relation to the educational functions of this doctrine, but there were few studies that have systematically done this doctrine from an educational perspective. The aim of this article was studying this authentic doctrine from an educational perspective that was new. To achieve this goal, the descriptive-analytic method was used in this research. For did it. First of all, the various definitions of education and the characteristics of them were identified, and then based on those definitions, a definition was made. Then, the definition of Mahdiism and some Islamic narratives in support of it and description of it's believers were expressed. In the end, a comparative analysis between the characteristics of education and the characteristics of the Intezar was done. Based on this analysis, three features of Mahdiism education and the Intezar as the educational process were explained. Also, some misunderstandings of those features of Mahdiism education were mentioned.

Basij-e-Salehin (Basij of the Righteous People) has been one of the transformational plans of the Basij Mostazafin Organization in the last decade. Some experts have raised up critical points about this training plan, especially on lack of planning for Basij’ s activity and the training process of internal-oriented training of the members of Basij without considering the field of action. The answer to these problems can be considered at three levels including 1) the level of the main theory, which deals with the ideas and views of the administrators, 2) the performance level, which regards the enactment of the performers, and 3) the level of explanation, which refers to the organizational and educational documents of the plan. Researches have investigated and proved the existence of activity in theoretical and administrative dimensions. This research is aimed at consideration of the field of activities in the released documents and educational texts of the Basij Organization through documentary method and data analysis, and to identify the activities in this plan. Accordingly, 44 documents were selected by documentary method and snowball sampling technique, by analyzing of which through qualitative analysis, the researchers reached at 141 concepts and 20 categories. The analysis of these categories resulted in two conceptual models. The findings indicated that special attention is paid to this issues in the documents of the Salehin, so the problems raised are not defensible. The researchers finally suggest that the discourse of a correct understanding of be established to prevent the extension of the problems.

This study is aimed at the assessment of rationality, rational training and inference of the goals, principles and methods of rational training on the basis of Allameh Tabatabaei's anthropological and epistemological principles. This is a qualitative research whose data are collected and classified by analytical-documentary method based on the reconstructed model of Frankena model and Quasi-transcendental analysis. Accordingly, the training indicators of the results were proposed as the goals, principles, and methods. Thus, along with the ultimate goal of attaining an adjacent divine approach, the researchers considered several intermediate objectives as well as the principles and methods governing them. The necessity of receiving guidance from righteousness and following it, the necessity of recognition of manifestation of rationality, the necessity of protecting Fitrah, and the necessity of decreasing the possibility of committing wrong things, were selected as the mediating goals. The necessity of correct critical thinking, the necessity of taking Imams as conscious and knowledgeable instructors, the necessity of piety, and the necessity of controlling the imagination, and fighting against the influence of the devil were chosen as the principles. The need for intellectual independence and familiarity with the principles of truth, the need for taking models from Imams, the modification of disgraceful habits, the need for neglecting controlling false imagination, and familiarity with logic were selected as methods of rational training.

Reaching to civilization is a complex, time-consuming, and multi-faceted process requiring profound material and spiritual support. Meanwhile, what matters is how civilization can be realized. Hence, this research is intended to explain the type of training required for the establishment of modern Islamic civilization with emphasis on the idea of the Supreme Leader. This is an analytical inferential research. The findings signified that the components of the realization of the modern Islamic civilization from the Supreme Leader's point of view include: spirituality, scientism, ethics, rationality, justice, unity, progress, continuous struggle and dynamism of culture. The results also indicated that the training based on the developmental documents of the country, paves the way for the realization of the modern Islamic civilization.

Religious education is an important field of education the misunderstanding and malpractice of which may bring about great damage. Bagheri has addressed this damage in a discussion entitled "Damage and Health in Religious Education". An essential area of this pathology relates to the fundamental concept of religious perfectionism and its traumatic form; that is, the unrealistic perfectionism which is demonstrated and the state of health in this case is simplification. Employing philosophical method, this study has explored the inadequacy of the explanation of the simplification as the state of health and has made an attempt to provide a more appropriate explanation of the relationship between simplification and religious perfectionism. According to the results, the word unrealistic perfectionism causes problems which weaken the nature of perfectionism and the move towards a religious objective. Hence, the emergence of the issues mentioned above will be prevented by explaining the position of simplification as a puzzle-like concept between the two poles of ease and effective rigidity.

Employing Frankena's reconstructed inferential method, this study aimed at investigating the foundations of anthropology from Mulla Sadra's point of view and the educational principles that result from it. Through this method, the prescriptive propositions related to the principles of education can be achieved by combining the descriptive propositions of the basics of anthropology and the prescriptive propositions related to the objectives of education. The main foundations of anthropological cognition according to Mulla Sadra are formulated as follows: the evolutionary movement of the soul, the predominance of theoretical rationality over practical rationality, the will preceded by practical rationality, the emergence of individual characteristics and typology. The results indicate that we can think of these educational principles in Mulla Sadra's point of view: gradual promotion of the evolutionary movement of the soul, putting practical rationality in the service of theoretical rationality, developing the will by strengthening practical rationality, persistent action and paying attention to individual differences.

This research aims at comparing the valuation bases of pragmatism with those of the documents of the fundamental transformation of education of the Islamic Republic of Iran by descriptive-analytical research method. The statistical population of this research includes the content of three higher level documents of fundamental transformation of higher education, including the document of the fundamental transformation of education, the theoretical foundations of the fundamental transformation in the formal and public education system. 10 formal basic documents relating to pragmatism were selected purposively. The results of the study indicated that, in terms of considering the situation, the environmental conditions and requirements and applications of values, there are apparent commonalities between the school of pragmatism and the cognitive foundations of fundamental transformation documents. However, there are essential differences between the two. In terms of the nature of values in view of pragmatism, any useful and practical things in the real-world life of human that can solve a problem, is valuable. In the view of evolutionary documents, the validity of values depends on closeness to God. In the views of pragmatism, values are relative and non-stable, but in the view of evolutionary documents, values are divided into ultimate and instrumental according to the final objective of life. The criteria for estimation of values is utility and benefit in individual and social life in pragmatisms; in the view of transformational documents, it is based on the three criteria of religion, rationality and Fitrah. Pragmatism considers all human dimensions to be material in the discussion of metaphysics, but in evolutionary documents, the attainment of a relatively pure life is the axis of living.

This study is aimed at identifying the conceptual model of "the stages of education from an Islam approach". To achieve this goal, a general question was raised. This is a qualitative research on the basis of grounded theory. In accordance with the subject of the research, data collection was performed by collecting, reviewing and studying verses of the Holy Qur’ an and Hadiths. Sampling method was theoretical. The data were then analyzed during three stages of open coding, axial coding, and selective coding. The content of this research includes verses and reliable Hadiths. First, the concept and the stages of training were explained, and then in response to the purpose of the research, the conceptual model of training stages from the Islamic point of view was extracted by the use of grounded theory. The research findings signified that the achievement of educational goals can be traced back in a three seven-year long periods. The first seven years, emphasizing on playing, kindness and softness, as a central strategy in signifying educational principles and methods. The second seven years concentrates on courtesy, fellowship, supervision and guidance along with emphasizing on previous issues. It is obvious that all the previous cases are still valid in the third seven years; however, new points such as attention to ability, commitment, respect and esteem are also concentrated as a strategy for posing the principles and methods of training.