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Hassan Najafi

Allameh Tabataba'i University, Pcychology and Education, Post-Doc

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Ph.D Student of Curriculum Studies, Allameh Tabataba'i University, Tehran, Iran. Email: [email protected]
Phone: +98 9191533559
Address: Tehran Allameh Tabatba'i University

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M. R. Javadi Yeganeh

University of Tehran

Universität zu Köln

Independent Researcher

Alireza Mostaghni

University of Art (Tehran)

Hossein Ebrahimi

University of Tehran

Islamid Azad University

Mohammad Mahdi Fallah

University of Tübingen

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Papers by Hassan Najafi

A Religious Identity Curriculum Model for High School First Grade

journal of curriculum Studies, 2021

The present analytical-inferential research sought to design a model of religious identity curric... more The present analytical-inferential research sought to design a model of religious identity curriculum in the first grade of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

Religious Identity and Curriculum Design Prerequisites

Journal of National Studies, 2021

The present study was conducted with the aim of introducing human religious identity and explaini... more The present study was conducted with the aim of introducing human religious identity and explaining the prerequisites for designing a specific curriculum. The Method of Analytical-Inferential Research and its Main Source was the Interpretation of Al-Mizan, Although the Specific Opinions of the Authors were also Used. The Results Showed that man has a Divine and Monotheistic Identity and the true Manifestation of its Knowledge, Development and Transcendence is Worship. Worthy Worship is also Accompanied by Humility and Purity and Submission to the will of God and His Pleasure. The Application of this View was able to Show three Prerequisites: Cognitive, Emotional and Functional, for Designing a Specific Curriculum. Accordingly, the Curriculum Should try to get the student to know God in Various Ways, to know the evil soul and its growing paths, to know Satan and his Deception, to think about God's Creation and Signs, to know the Day of Resurrection, to Meet God far away, Becoming from Ungodly Affairs, Loving God, Supplicating to God, Submitting to God's Commands, Remembering God, Giving thanks, Offering Prayers and Inviting, Attracting and Lasting and in this way wait for the Transcendence of his Individual and Social Behaviors.

Man’s Real Identity in Anthropological Thought of Ayatullah Javadi Amoli

Journal of Religious Anthroplogy, 2021

Aimed at answering “what identity does Man possess, what necessities are associated with his iden... more Aimed at answering “what identity does Man possess, what necessities are associated with his identity and which factors bring about deviation in thought on identity”, the current research has employed a descriptive-analytical method to investigate the nature of human identity through studying the anthropological thoughts of Ayatullah Javadi Amoli. Research findings reveal that in anthropological thought of Ayatullah Javadi Amoli, contrary to its logical definition, the reality of Man in rational human is not limited to either genus or differentia but one or more differentia are also required which serve as the final standard in determining the real identity of Man. He determines distinguishing genus and differentia for Man’s reality and believed that Man has only one divine living meaning that foundation of Man’s reality resides in his divinity. By divinization it is meant God-seeking on the basis of theology and becoming immersed in divinity which in turn involves some necessities such as accepting religion, its beliefs and its values. Naturally, practical commitment to ethical values, understanding the real meaning of freedom, training theoretical and practical reason and understanding Man’s inherent poverty are amongst other necessities of living a divine life. There are some psychological studies (behavioral, emotional and attitudinal) which may deviate Man from understanding his real identity and flourishment of divine life.

The Role of Monotheism in Moral Education Based on Allameh Tabatabai's View

by Hassan Najafi and hosein elahi

Educational Science from Islamic Point of View, 2020

The aim of the present study was to investigate the role of monotheism in moral education based o... more The aim of the present study was to investigate the role of monotheism in moral education based on the view of Allameh Tabatabai. The research was performed by descriptive-analytical method. The research community was the volume of al-Mizan Interpretation, which was analyzed using the qualitative content analysis method. The results showed that according to Allameh's view, the guarantee of morality depends on the belief in monotheism, and on the other hand, adherence to moral virtues is possible despite believing in God Almighty. Another is that in monotheistic moral education,people who believe in the existence of a single God, who created man in order to achieve perfection and happiness, regulate their moral vision, tendency and action with a firm view of monotheism They paint and paint in the color of God. Also, "monotheism in creation" works such as avoiding the feeling of inferiority,avoiding ridicule of others, avoiding wonder and self-esteem,"monotheism in secrecy"works such as abstaining from non transcendence, eradicating jealousy, eradicating greed, opening the door to prayer, "Monotheism in Lordship" works such as Patience in the face of adversity, trust, attaining the status of submission,attaining the status of contentment and contentment, "Monotheism in obedience" works such as sincerity,disappearance of hypocrisy sugar "Monotheism in ownership" such works as Charity, self-sacrifice, the disappearance of arrogance and rebellion, the payment of trust, humility,"monotheism in seeking help" works such as recourse, repentance,"monotheism in love" works such as kindness to the servants of God, healthy treatment of the ignorant and loyalty in moral education it has

The Implications of the Multicultural Curriculum of Michel Foucault and Henry Giroux on the Reforming and Redesign of Elementary School Curriculum in Iran

The present research aimed to identify the implications of the multicultural curriculum of Michel... more The present research aimed to identify the implications of the multicultural curriculum of Michel Foucault and Henry Giroux on the reforming and redesign of the elementary school curriculum in Iran. The research method is analytical-indactive, research field of all digital and print resources related to subject, targeted sampling method, the means of these phishing forms, the method of analysis qualitative content analysis and assessment the validity of the findings through Professional judgment. The results Showed that issues such as dialectical analysis of daily experiences, border education, educational justice realization, coexistence ability acquisition, critical awareness, prevention and resistance to the reproduction of social inequality, listening and paying attention to the voices of the various groups and races of the society, turning away from elitism moving towards the attention of the general culture, paying attention to moral discourses, etc. can be considered based on Foucault and Giroux's educational ideas along reformist policy making and redefining the elements of the curriculum elementary school in Iran. The final product or output of this kind of curriculum is individually a learner and socially an active citizenship at the local, national, and global levels. Keyword: Michel Foucault, Henry Giroux, multicultural curriculum, educational implications, elementary period of Iran.

The Lifestyle Informed by Teachings of Imam Reza (PBUH) and its Implications for the Iranian National Curricula in the Primary and Secondary Education

هدف این پژوهش بررسی قلمروهای سبک زندگی در آموزه‌های تربیتی امام‌رضا(ع) و استخراج دلالت‌های آن در ... more هدف این پژوهش بررسی قلمروهای سبک زندگی در آموزه‌های تربیتی امام‌رضا(ع) و استخراج دلالت‌های آن در برنامه‌های درسی نظام تعلیم و تربیت رسمی و عمومی جمهوری اسلامی ایران است. روش پژوهش کیفی از نوع تحلیلی- استنباطی است. جامعه تحلیلی کلیه منابع دست اول از امام‌رضا(ع) است که به صورت حدیث در دسترس ما بوده است که به روش نمونه‌گیری هدفمند انتخاب و مورد مطالعه عمیق قرار گرفت. تجزیه و تحلیل داده‌ها به طور مستمر همزمان با جمع آوری اطلاعات از طریق دسته‌بندی،‌ کدگذاری و نهایتاً تفسیر انجام گرفت. یافته‌های حاصل حاکی از این است که سبک زندگی در آموزه‌های تربیتی امام‌رضا(ع) دارای چهار قلمرو است که عبارتند از: قلمرو الهی، فردی، اجتماعی و زیست محیطی. هر کدام از این قلمروها دارای عناصری است. عناصر قلمرو الهی عبارتند از: شناخت، ایمان، تقوا، اعتماد و توکل، تسلیم و رضا و بندگی. عناصر قلمرو فردی عبارتند از: شناخت خود، دانش‌طلبی، تربیت عقلانی، رشد ارزش‌های اخلاقی و کمال خواهی. عناصر قلمرو اجتماعی عبارتند از: دوستی، محبت، عدالت، همکاری و کرامت. عناصر قلمرو زیست محیطی عبارتند از: شناخت طبیعت، هدفمندی جهان هستی، استفاده مطلوب از طبیعت و مسئولیت‌پذیری. دلالت‌های سبک زندگی در برنامه‌های درسی رسمی و عمومی را می‌توان در قالب هدف غایی(قرب و رضوان الهی) و اهداف واسطه‌ای، محتوای تلفیقی(با محوریت آموزش خداشناسی، انسان‌شناسی اسلامی، جامعه‌پذیری دینی- اخلاقی و آماده‌سازی متربیان برای مواجه منطقی با طبیعت)، روش‌های یاددهی – یادگیری(پرهیز از سطحی‌نگری، پرسشگری، گفتگو، الگوسازی، پژوهشگری، اکتشافی، ایفای نقش، مشاهده، گردش علمی، نمایش فیلم) و ارزشیابی(روش‌های فرایندی و کیفی مانند مشاهده، مصاحبه، گزارش‌دهی، پژوهش، خودارزیابی و شرح حال نویسی) مطرح نمود.

Identifying Solutions to Deepening Religious Education in the Cyberspace

The present research aims at identifying solutions to deepening religious education as a major co... more The present research aims at identifying solutions to deepening religious education as a major concern in the contemporary society of Islamic Republic of Iran. This research explains three groups of approved solutions including cognitive، affection، and performance organization solutions. The review and interpretation method of research is used to collect data required to achieve goals. The Quranic verses and Islamic traditions as well as the related research records have been collected on note-taking forms and then analyzed. To help identify the actual self -identity، creating proper insight، promotion of intellection، training wisdom، knowing media literacy، developing the doctrine of critique، and knowing consequences of behavior are among cognitive solutions to refer. The solutions to the affection dimension also include flourishing the innate nature، developing the sense of self-value، promoting the sense of respecting other people’s desires، deepening the affections of belief، and so forth. The presence of religious education experts in cyberspace، making accessible the virtual tools for Islamic education، supporting producers of religious content، practical planning for self-evaluation and accounting، the parent’s supervision and accompany، and so on، are among solutions to performance organization referred to in this research.

The Barriers to Providing Family with High-Level Moral

New Explanation of the Components of the Hidden curriculum with an Emphasis on Van Manen's Phenomenology

This study uses two methods to provide conceptual analysis and Inductive a new explanation of the... more This study uses two methods to provide conceptual analysis and Inductive a new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology in order to improve the knowledge in the field of curriculum. This research includes applied research and the method of studying is analytical & documental. The results show; the hidden curriculum includes non-tangible learning, informal and implicit in forms of values, norms and attitudes. They are created and conveyed by the teachers, staff, processes and informal learning, teachers & students' interactions as well as the students' interpretations of events and organizational environment. Van Manen's phenomenological experiences help to make a very deep and fundamental learning in students. So it is an appropriate method in recognizing the scope of the hidden curriculum. Van Manen's phenomenology based on lived experiences in parameters of the certain hidden curriculum consists of students (problem-based, self-directed, self-exploration, flexibility, etc.) teacher (agent, effective in development of attitudes & motivation of students and manager in the class crisis contains specific lived experiences for students), content (a precursor to the inner experience of the students based on their urgent needs), teaching (intuitive and creative activity with unforeseen results in students) and evaluation (background for understanding some of lived experiences based on real nature of class, teaching, learning and students' assessment by the education system.

The Educational Implications of Nahj al-Balaqah on Islamicization of Curriculum Elements

The present study has been conducted with the purpose of Islamicization of the curriculum element... more The present study has been conducted with the purpose of Islamicization of the curriculum elements (objective، content، method and style of evaluation) based on the educational teachings of Imam Ali (p.b.u.h) in Nahj al-Balaqah. This is a descriptive-analytic study. The research data have been extracted by the method of documentary analysis and they have been analyzed based on quality. The findings show that in the educational system of Nahj al-Balaqah four distinct curriculum elements are notified. In the element of purpose two kinds of purposes like ultimate goals (worshiping، piety، wisdom، growth، pure life and nearness to God) and intermediate goals (divine، individual، social and environmental)، in the element of content several cognitive areas like; teaching history، Quran، religious principles، morals، geology، astronomy، hygiene and psychology، in the element of teaching and learning; wisdom، explorative، cooperative، Q and A، illustration paternal، advise and dictation، and in the element of evaluation; primary، formative، oral and self-evaluation method can be introduced.

How to Provide Children with Moral Education and Factors Affecting It; an Attentive Approach to Organizing Educational Programs

Moral Education means forming the understanding and arising the emotions in order to weaken the v... more Moral Education means forming the understanding and arising the emotions in order to weaken the vices and strengthen the virtues to be internalized in the deep layers of human`s spirit. A knowledge into the ways that a child has received moral education and its effective factors can play an important role in managing educational programs as a thoughtful inquiry. The findings of this descriptive-analytic research show that moral education in childhood must have objective، effective methods and consider barriers and it must be performed in alignment with three aspects of cognitive، emotional and functional. However، paying attention to hereditary and environmental factors (family، school، peers، virtual media، geographical conditions) are of the necessities of this educational system.

Study of the Application of Professional Teaching Ethics among Faculty Members of Imam Khomeini Naval Academy at Noshahr

A Review of Ahl al-Bayt's Teachings Concerning Children’s Moral Education

Moral education is a process of preparation and implementation of methods for creating prosperity... more Moral education is a process of preparation and implementation of methods for creating prosperity and virtues، as well as modifying or eliminating the vices in every field (Instinctive Qualities، Moral Behaviors and Social Etiquettes). The purpose of this study is to investigate the teachings of Ahl al-Bayt (AS) and their suggested solutions in performing moral education of children. The research has been done using the descriptive-analytic method. The study collected anecdotal texts related to the subject and then analyzed the data through qualitative methods. The results show that the most fundamental element in providing welfare and human development، is learning the ways of moral education and the relevant solutions based on the principles in conformity with the objectives of creation. These solutions can be explained in four categories: background، knowledge، motivation and guidance.

Study on the Concept of Exellence and Assessment of its Position in Irans Education Fundamental Reform Document for Use in the Curriculum

Evaluating The Curriculum Of Islamic Courses Sciences University To Present Some Quality Guidelines

The analysis of Imam Reza’s educational methods relying on the seat of Imam Reza(A.S)

by Hassan Najafi and Soraya Ghotbi

Assessment of the Position of Cultural Intelligence Dimensions and Components in the Educational Textbooks Content of Secondary High School Course of Iran in the Social Studies Scope

by Hassan Najafi and alireza sadeghi

This research objective is Assessment of the position of cultural intelligence dimensions and com... more This research objective is Assessment of the position of cultural intelligence dimensions and components in the educational textbooks content of secondary high school course of Iran in the social studies scope. Research method is descriptive-content analysis. Statistical society includes all educational textbook of secondary high school course in the social studies scope in 2014-15 academic year، that According to adapt to the analytical logic of purposive sampling was used and all four social studies textbook first year، second year sociology، sociology of the third and fourth year of civics are intended as examples. Measuring tool، Czech researcher was content analysis and its validity was confirmed by experts and its reliability Svry- content and test-retest 0/93 respectively. Research results were examined and analyzed by using indicators of descriptive statistics in Shannon's Entropy Software Version 2015 analysis process. The main findings of research indicates that the books of secondary high school course in social studies scope have been attended to cultural intelligence dimensions and components 747 times، that its amount in grades; first، secondary، third، fourth courses were 119،167،208 and 253 times respectively. Also among the Assessment dimensions; meta-cognition dimension with 0.986 and importance coefficient 0.266، have been allocated maximum attention to itself، and behavioral dimension with information load rate 0.785 and importance coefficient 0.212 have been allocated minimum attention to itself.

Islamic Awakening and analyze the dimensions and components of its place in the history books of second class of high school

by Hassan Najafi and reza vafaei

This study aimed to analyze the dimensions and elements of Islamic awakening and its place in t... more This study aimed to analyze the dimensions and elements of Islamic awakening and its place in the history books of second class high school of Iran. Descriptive research methods، including document analysis and content analysis and its approach is also considered as a functional approach in this study. The study population consisted of two parts; texts related to different dimensions of Islamic awakening and 4 school history textbook second class of high school (Iran and world history 1 and 2، the contemporary history of Iran and historian)، which will be published in the academic year 95-1394 due to the nature and limitations of the research community، regardless of the sampling and analysis of the entire population is located. Measuring devices، as well as inventory taking notes form content analysis was designed. Documents، data quality and data content analysis method using descriptive indicators have been examined in the process of Shannon entropy analysis. The major findings of this study indicate that: 1- Based on the conceptual framework of Islamic awakening in 3 dimensions and 48 factors related documents formulated. 2- A total of 2656 secondary school history textbooks references to the different dimensions of the Islamic awakening، concerned that the frequency and percentage Iran and world history books 1 and 2، respectively 357 modern Iranian history and the historian (4/13 %)، 740 (27.9%)، 1342 (5/50%)، 217 (2.8%) . 3- Also in the aspect of study cognitive dimension with the information once 907/0 and 359/0 most important factor and performance with the load factor of about 789/0 and 312/0 important to have the least attention.

Farabi and teaching methods in social study

واکاوی‬ ‫کیفی‬ ‫راهکارهای‬ ‫تربیت‬ ‫فرهنگی‬ ‫زمینه‬ ‫ساز‬ ‫ظهور‬ ‫در‬ ‫برنامه‬ ‫های‬ ‫درسی‬ ‫دانشگاهی‬ ‫از‬ ‫دید‬ ‫متخصصان‬ ‫

پ‍ژوه‍ش حاضر با هدف‌ بررسی نظرات متخصصان درباره راهکارهای تربیت فرهنگی زمینه ساز ظهور در برنامه‌ه... more پ‍ژوه‍ش حاضر با هدف‌ بررسی نظرات متخصصان درباره راهکارهای تربیت فرهنگی زمینه ساز ظهور در برنامه‌های درسی دانشگاهی انجام شده است. این مطالعه یک پژوهش کیفی می باشد و جامعه آماری آن متخصصان حوزه‌های برنامه درسی و فلسفه تعلیم و تربیت هستند که به کمک روش نمونه گیری هدفمند (غیر تصادفی) تعداد پانزده نفر از آنان به عنوان نمونه انتخاب شده‌اند. دیدگاه‌های افراد از طریق مصاحبه نیمه ساختاریافته به دست آمده و برای تجزیه و تحلیل اطلاعات نیز از روش کدگذاری اسميت استفاده گردیده است. ع‍م‍ده‌ ت‍ری‍ن‌ ی‍اف‍ت‍ه‌ ه‍ای‌ پ‍ژوه‍ش‌ بیانگر آن است که: 1. از دیدگاه متخصصان ملاحظات عملی و راهکارهای پیشنهادی گسترش و نفوذ تربیت فرهنگی زمینه‌ساز ظهور در برنامه‌های درسی دانشگاهی را می توان در قالب 4 عنصر اصلي (اهداف، محتوا، روش های یاددهی – یادگیری و ارزشیابی) و 47 مضمون فرعي استخراج و تدوین نمود. 2. در صورت توجه همه جانبه به راهکارهای پیشنهادی متخصصان، تربیت فرهنگی مبتنی بر آموزه مهدویت نظام مطلوبی یافته و دانشجویان را به کمال شایسته خویش رهنمون می‌سازد تا از سبک زندگی مهدوی مطلوبی با همنوعان خود برخوردار شوند و رابطه خود را با هستی واقع بینانه کنند و در راستای تحقق اهداف خلقت و نیل به قرب الهی از مواهب پروردگار بهره مند گردند.

A Religious Identity Curriculum Model for High School First Grade

journal of curriculum Studies, 2021

The present analytical-inferential research sought to design a model of religious identity curric... more The present analytical-inferential research sought to design a model of religious identity curriculum in the first grade of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

Religious Identity and Curriculum Design Prerequisites

Journal of National Studies, 2021

The present study was conducted with the aim of introducing human religious identity and explaini... more The present study was conducted with the aim of introducing human religious identity and explaining the prerequisites for designing a specific curriculum. The Method of Analytical-Inferential Research and its Main Source was the Interpretation of Al-Mizan, Although the Specific Opinions of the Authors were also Used. The Results Showed that man has a Divine and Monotheistic Identity and the true Manifestation of its Knowledge, Development and Transcendence is Worship. Worthy Worship is also Accompanied by Humility and Purity and Submission to the will of God and His Pleasure. The Application of this View was able to Show three Prerequisites: Cognitive, Emotional and Functional, for Designing a Specific Curriculum. Accordingly, the Curriculum Should try to get the student to know God in Various Ways, to know the evil soul and its growing paths, to know Satan and his Deception, to think about God's Creation and Signs, to know the Day of Resurrection, to Meet God far away, Becoming from Ungodly Affairs, Loving God, Supplicating to God, Submitting to God's Commands, Remembering God, Giving thanks, Offering Prayers and Inviting, Attracting and Lasting and in this way wait for the Transcendence of his Individual and Social Behaviors.

Man’s Real Identity in Anthropological Thought of Ayatullah Javadi Amoli

Journal of Religious Anthroplogy, 2021

Aimed at answering “what identity does Man possess, what necessities are associated with his iden... more Aimed at answering “what identity does Man possess, what necessities are associated with his identity and which factors bring about deviation in thought on identity”, the current research has employed a descriptive-analytical method to investigate the nature of human identity through studying the anthropological thoughts of Ayatullah Javadi Amoli. Research findings reveal that in anthropological thought of Ayatullah Javadi Amoli, contrary to its logical definition, the reality of Man in rational human is not limited to either genus or differentia but one or more differentia are also required which serve as the final standard in determining the real identity of Man. He determines distinguishing genus and differentia for Man’s reality and believed that Man has only one divine living meaning that foundation of Man’s reality resides in his divinity. By divinization it is meant God-seeking on the basis of theology and becoming immersed in divinity which in turn involves some necessities such as accepting religion, its beliefs and its values. Naturally, practical commitment to ethical values, understanding the real meaning of freedom, training theoretical and practical reason and understanding Man’s inherent poverty are amongst other necessities of living a divine life. There are some psychological studies (behavioral, emotional and attitudinal) which may deviate Man from understanding his real identity and flourishment of divine life.

The Role of Monotheism in Moral Education Based on Allameh Tabatabai's View

by Hassan Najafi and hosein elahi

Educational Science from Islamic Point of View, 2020

The aim of the present study was to investigate the role of monotheism in moral education based o... more The aim of the present study was to investigate the role of monotheism in moral education based on the view of Allameh Tabatabai. The research was performed by descriptive-analytical method. The research community was the volume of al-Mizan Interpretation, which was analyzed using the qualitative content analysis method. The results showed that according to Allameh's view, the guarantee of morality depends on the belief in monotheism, and on the other hand, adherence to moral virtues is possible despite believing in God Almighty. Another is that in monotheistic moral education,people who believe in the existence of a single God, who created man in order to achieve perfection and happiness, regulate their moral vision, tendency and action with a firm view of monotheism They paint and paint in the color of God. Also, "monotheism in creation" works such as avoiding the feeling of inferiority,avoiding ridicule of others, avoiding wonder and self-esteem,"monotheism in secrecy"works such as abstaining from non transcendence, eradicating jealousy, eradicating greed, opening the door to prayer, "Monotheism in Lordship" works such as Patience in the face of adversity, trust, attaining the status of submission,attaining the status of contentment and contentment, "Monotheism in obedience" works such as sincerity,disappearance of hypocrisy sugar "Monotheism in ownership" such works as Charity, self-sacrifice, the disappearance of arrogance and rebellion, the payment of trust, humility,"monotheism in seeking help" works such as recourse, repentance,"monotheism in love" works such as kindness to the servants of God, healthy treatment of the ignorant and loyalty in moral education it has

The Implications of the Multicultural Curriculum of Michel Foucault and Henry Giroux on the Reforming and Redesign of Elementary School Curriculum in Iran

The present research aimed to identify the implications of the multicultural curriculum of Michel... more The present research aimed to identify the implications of the multicultural curriculum of Michel Foucault and Henry Giroux on the reforming and redesign of the elementary school curriculum in Iran. The research method is analytical-indactive, research field of all digital and print resources related to subject, targeted sampling method, the means of these phishing forms, the method of analysis qualitative content analysis and assessment the validity of the findings through Professional judgment. The results Showed that issues such as dialectical analysis of daily experiences, border education, educational justice realization, coexistence ability acquisition, critical awareness, prevention and resistance to the reproduction of social inequality, listening and paying attention to the voices of the various groups and races of the society, turning away from elitism moving towards the attention of the general culture, paying attention to moral discourses, etc. can be considered based on Foucault and Giroux's educational ideas along reformist policy making and redefining the elements of the curriculum elementary school in Iran. The final product or output of this kind of curriculum is individually a learner and socially an active citizenship at the local, national, and global levels. Keyword: Michel Foucault, Henry Giroux, multicultural curriculum, educational implications, elementary period of Iran.

The Lifestyle Informed by Teachings of Imam Reza (PBUH) and its Implications for the Iranian National Curricula in the Primary and Secondary Education

هدف این پژوهش بررسی قلمروهای سبک زندگی در آموزه‌های تربیتی امام‌رضا(ع) و استخراج دلالت‌های آن در ... more هدف این پژوهش بررسی قلمروهای سبک زندگی در آموزه‌های تربیتی امام‌رضا(ع) و استخراج دلالت‌های آن در برنامه‌های درسی نظام تعلیم و تربیت رسمی و عمومی جمهوری اسلامی ایران است. روش پژوهش کیفی از نوع تحلیلی- استنباطی است. جامعه تحلیلی کلیه منابع دست اول از امام‌رضا(ع) است که به صورت حدیث در دسترس ما بوده است که به روش نمونه‌گیری هدفمند انتخاب و مورد مطالعه عمیق قرار گرفت. تجزیه و تحلیل داده‌ها به طور مستمر همزمان با جمع آوری اطلاعات از طریق دسته‌بندی،‌ کدگذاری و نهایتاً تفسیر انجام گرفت. یافته‌های حاصل حاکی از این است که سبک زندگی در آموزه‌های تربیتی امام‌رضا(ع) دارای چهار قلمرو است که عبارتند از: قلمرو الهی، فردی، اجتماعی و زیست محیطی. هر کدام از این قلمروها دارای عناصری است. عناصر قلمرو الهی عبارتند از: شناخت، ایمان، تقوا، اعتماد و توکل، تسلیم و رضا و بندگی. عناصر قلمرو فردی عبارتند از: شناخت خود، دانش‌طلبی، تربیت عقلانی، رشد ارزش‌های اخلاقی و کمال خواهی. عناصر قلمرو اجتماعی عبارتند از: دوستی، محبت، عدالت، همکاری و کرامت. عناصر قلمرو زیست محیطی عبارتند از: شناخت طبیعت، هدفمندی جهان هستی، استفاده مطلوب از طبیعت و مسئولیت‌پذیری. دلالت‌های سبک زندگی در برنامه‌های درسی رسمی و عمومی را می‌توان در قالب هدف غایی(قرب و رضوان الهی) و اهداف واسطه‌ای، محتوای تلفیقی(با محوریت آموزش خداشناسی، انسان‌شناسی اسلامی، جامعه‌پذیری دینی- اخلاقی و آماده‌سازی متربیان برای مواجه منطقی با طبیعت)، روش‌های یاددهی – یادگیری(پرهیز از سطحی‌نگری، پرسشگری، گفتگو، الگوسازی، پژوهشگری، اکتشافی، ایفای نقش، مشاهده، گردش علمی، نمایش فیلم) و ارزشیابی(روش‌های فرایندی و کیفی مانند مشاهده، مصاحبه، گزارش‌دهی، پژوهش، خودارزیابی و شرح حال نویسی) مطرح نمود.

Identifying Solutions to Deepening Religious Education in the Cyberspace

The present research aims at identifying solutions to deepening religious education as a major co... more The present research aims at identifying solutions to deepening religious education as a major concern in the contemporary society of Islamic Republic of Iran. This research explains three groups of approved solutions including cognitive، affection، and performance organization solutions. The review and interpretation method of research is used to collect data required to achieve goals. The Quranic verses and Islamic traditions as well as the related research records have been collected on note-taking forms and then analyzed. To help identify the actual self -identity، creating proper insight، promotion of intellection، training wisdom، knowing media literacy، developing the doctrine of critique، and knowing consequences of behavior are among cognitive solutions to refer. The solutions to the affection dimension also include flourishing the innate nature، developing the sense of self-value، promoting the sense of respecting other people’s desires، deepening the affections of belief، and so forth. The presence of religious education experts in cyberspace، making accessible the virtual tools for Islamic education، supporting producers of religious content، practical planning for self-evaluation and accounting، the parent’s supervision and accompany، and so on، are among solutions to performance organization referred to in this research.

The Barriers to Providing Family with High-Level Moral

New Explanation of the Components of the Hidden curriculum with an Emphasis on Van Manen's Phenomenology

This study uses two methods to provide conceptual analysis and Inductive a new explanation of the... more This study uses two methods to provide conceptual analysis and Inductive a new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology in order to improve the knowledge in the field of curriculum. This research includes applied research and the method of studying is analytical & documental. The results show; the hidden curriculum includes non-tangible learning, informal and implicit in forms of values, norms and attitudes. They are created and conveyed by the teachers, staff, processes and informal learning, teachers & students' interactions as well as the students' interpretations of events and organizational environment. Van Manen's phenomenological experiences help to make a very deep and fundamental learning in students. So it is an appropriate method in recognizing the scope of the hidden curriculum. Van Manen's phenomenology based on lived experiences in parameters of the certain hidden curriculum consists of students (problem-based, self-directed, self-exploration, flexibility, etc.) teacher (agent, effective in development of attitudes & motivation of students and manager in the class crisis contains specific lived experiences for students), content (a precursor to the inner experience of the students based on their urgent needs), teaching (intuitive and creative activity with unforeseen results in students) and evaluation (background for understanding some of lived experiences based on real nature of class, teaching, learning and students' assessment by the education system.

The Educational Implications of Nahj al-Balaqah on Islamicization of Curriculum Elements

The present study has been conducted with the purpose of Islamicization of the curriculum element... more The present study has been conducted with the purpose of Islamicization of the curriculum elements (objective، content، method and style of evaluation) based on the educational teachings of Imam Ali (p.b.u.h) in Nahj al-Balaqah. This is a descriptive-analytic study. The research data have been extracted by the method of documentary analysis and they have been analyzed based on quality. The findings show that in the educational system of Nahj al-Balaqah four distinct curriculum elements are notified. In the element of purpose two kinds of purposes like ultimate goals (worshiping، piety، wisdom، growth، pure life and nearness to God) and intermediate goals (divine، individual، social and environmental)، in the element of content several cognitive areas like; teaching history، Quran، religious principles، morals، geology، astronomy، hygiene and psychology، in the element of teaching and learning; wisdom، explorative، cooperative، Q and A، illustration paternal، advise and dictation، and in the element of evaluation; primary، formative، oral and self-evaluation method can be introduced.

How to Provide Children with Moral Education and Factors Affecting It; an Attentive Approach to Organizing Educational Programs

Moral Education means forming the understanding and arising the emotions in order to weaken the v... more Moral Education means forming the understanding and arising the emotions in order to weaken the vices and strengthen the virtues to be internalized in the deep layers of human`s spirit. A knowledge into the ways that a child has received moral education and its effective factors can play an important role in managing educational programs as a thoughtful inquiry. The findings of this descriptive-analytic research show that moral education in childhood must have objective، effective methods and consider barriers and it must be performed in alignment with three aspects of cognitive، emotional and functional. However، paying attention to hereditary and environmental factors (family، school، peers، virtual media، geographical conditions) are of the necessities of this educational system.

Study of the Application of Professional Teaching Ethics among Faculty Members of Imam Khomeini Naval Academy at Noshahr

A Review of Ahl al-Bayt's Teachings Concerning Children’s Moral Education

Moral education is a process of preparation and implementation of methods for creating prosperity... more Moral education is a process of preparation and implementation of methods for creating prosperity and virtues، as well as modifying or eliminating the vices in every field (Instinctive Qualities، Moral Behaviors and Social Etiquettes). The purpose of this study is to investigate the teachings of Ahl al-Bayt (AS) and their suggested solutions in performing moral education of children. The research has been done using the descriptive-analytic method. The study collected anecdotal texts related to the subject and then analyzed the data through qualitative methods. The results show that the most fundamental element in providing welfare and human development، is learning the ways of moral education and the relevant solutions based on the principles in conformity with the objectives of creation. These solutions can be explained in four categories: background، knowledge، motivation and guidance.

Study on the Concept of Exellence and Assessment of its Position in Irans Education Fundamental Reform Document for Use in the Curriculum

Evaluating The Curriculum Of Islamic Courses Sciences University To Present Some Quality Guidelines

The analysis of Imam Reza’s educational methods relying on the seat of Imam Reza(A.S)

by Hassan Najafi and Soraya Ghotbi

Assessment of the Position of Cultural Intelligence Dimensions and Components in the Educational Textbooks Content of Secondary High School Course of Iran in the Social Studies Scope

by Hassan Najafi and alireza sadeghi

This research objective is Assessment of the position of cultural intelligence dimensions and com... more This research objective is Assessment of the position of cultural intelligence dimensions and components in the educational textbooks content of secondary high school course of Iran in the social studies scope. Research method is descriptive-content analysis. Statistical society includes all educational textbook of secondary high school course in the social studies scope in 2014-15 academic year، that According to adapt to the analytical logic of purposive sampling was used and all four social studies textbook first year، second year sociology، sociology of the third and fourth year of civics are intended as examples. Measuring tool، Czech researcher was content analysis and its validity was confirmed by experts and its reliability Svry- content and test-retest 0/93 respectively. Research results were examined and analyzed by using indicators of descriptive statistics in Shannon's Entropy Software Version 2015 analysis process. The main findings of research indicates that the books of secondary high school course in social studies scope have been attended to cultural intelligence dimensions and components 747 times، that its amount in grades; first، secondary، third، fourth courses were 119،167،208 and 253 times respectively. Also among the Assessment dimensions; meta-cognition dimension with 0.986 and importance coefficient 0.266، have been allocated maximum attention to itself، and behavioral dimension with information load rate 0.785 and importance coefficient 0.212 have been allocated minimum attention to itself.

Islamic Awakening and analyze the dimensions and components of its place in the history books of second class of high school

by Hassan Najafi and reza vafaei

This study aimed to analyze the dimensions and elements of Islamic awakening and its place in t... more This study aimed to analyze the dimensions and elements of Islamic awakening and its place in the history books of second class high school of Iran. Descriptive research methods، including document analysis and content analysis and its approach is also considered as a functional approach in this study. The study population consisted of two parts; texts related to different dimensions of Islamic awakening and 4 school history textbook second class of high school (Iran and world history 1 and 2، the contemporary history of Iran and historian)، which will be published in the academic year 95-1394 due to the nature and limitations of the research community، regardless of the sampling and analysis of the entire population is located. Measuring devices، as well as inventory taking notes form content analysis was designed. Documents، data quality and data content analysis method using descriptive indicators have been examined in the process of Shannon entropy analysis. The major findings of this study indicate that: 1- Based on the conceptual framework of Islamic awakening in 3 dimensions and 48 factors related documents formulated. 2- A total of 2656 secondary school history textbooks references to the different dimensions of the Islamic awakening، concerned that the frequency and percentage Iran and world history books 1 and 2، respectively 357 modern Iranian history and the historian (4/13 %)، 740 (27.9%)، 1342 (5/50%)، 217 (2.8%) . 3- Also in the aspect of study cognitive dimension with the information once 907/0 and 359/0 most important factor and performance with the load factor of about 789/0 and 312/0 important to have the least attention.

Farabi and teaching methods in social study

واکاوی‬ ‫کیفی‬ ‫راهکارهای‬ ‫تربیت‬ ‫فرهنگی‬ ‫زمینه‬ ‫ساز‬ ‫ظهور‬ ‫در‬ ‫برنامه‬ ‫های‬ ‫درسی‬ ‫دانشگاهی‬ ‫از‬ ‫دید‬ ‫متخصصان‬ ‫

پ‍ژوه‍ش حاضر با هدف‌ بررسی نظرات متخصصان درباره راهکارهای تربیت فرهنگی زمینه ساز ظهور در برنامه‌ه... more پ‍ژوه‍ش حاضر با هدف‌ بررسی نظرات متخصصان درباره راهکارهای تربیت فرهنگی زمینه ساز ظهور در برنامه‌های درسی دانشگاهی انجام شده است. این مطالعه یک پژوهش کیفی می باشد و جامعه آماری آن متخصصان حوزه‌های برنامه درسی و فلسفه تعلیم و تربیت هستند که به کمک روش نمونه گیری هدفمند (غیر تصادفی) تعداد پانزده نفر از آنان به عنوان نمونه انتخاب شده‌اند. دیدگاه‌های افراد از طریق مصاحبه نیمه ساختاریافته به دست آمده و برای تجزیه و تحلیل اطلاعات نیز از روش کدگذاری اسميت استفاده گردیده است. ع‍م‍ده‌ ت‍ری‍ن‌ ی‍اف‍ت‍ه‌ ه‍ای‌ پ‍ژوه‍ش‌ بیانگر آن است که: 1. از دیدگاه متخصصان ملاحظات عملی و راهکارهای پیشنهادی گسترش و نفوذ تربیت فرهنگی زمینه‌ساز ظهور در برنامه‌های درسی دانشگاهی را می توان در قالب 4 عنصر اصلي (اهداف، محتوا، روش های یاددهی – یادگیری و ارزشیابی) و 47 مضمون فرعي استخراج و تدوین نمود. 2. در صورت توجه همه جانبه به راهکارهای پیشنهادی متخصصان، تربیت فرهنگی مبتنی بر آموزه مهدویت نظام مطلوبی یافته و دانشجویان را به کمال شایسته خویش رهنمون می‌سازد تا از سبک زندگی مهدوی مطلوبی با همنوعان خود برخوردار شوند و رابطه خود را با هستی واقع بینانه کنند و در راستای تحقق اهداف خلقت و نیل به قرب الهی از مواهب پروردگار بهره مند گردند.

تلفیق دیدگاه های بومی در برنامه های درسی.pdf