Somayyeh Azizi; Mansoureh Sadat Sadeqi; Muhammad Ali Mazaheri; Muhammad Ali Fayyazbakhsh
Volume 8, Issue 25 , October 2012, , Pages 56-87
Abstract
This study is designed to investigate the relationship between religious practice and coping styles in students of religious and secular high schools and discover the impact of approaches taken by schools to religious education on the students’ religiosity and application of religion in their lives. ...
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This study is designed to investigate the relationship between religious practice and coping styles in students of religious and secular high schools and discover the impact of approaches taken by schools to religious education on the students’ religiosity and application of religion in their lives. Therefore, two religious and two secular non-profit high schools were selected through accessible proportional stratified sampling, and the students completed questioners measuring religious practice (Golzari, 2000) and coping styles (Frydenberg & Lewis, 1994). The results showed that there was no significant difference between students of secular and religious high schools in coping styles, yet some significant differences were found in coping strategies between these students. There were also significant differences between the students of secular and religious high schools in religious practice, so the mean of students of religious high schools were higher than the students of secular high schools. These differences demonstrate that students of religious high schools are in better situation because of their high scores in religious practice and some coping strategies.
Saeed Beheshti (PhD); Roshanak Nikooi (MA)
Volume 6, Issue 18 , October 2010, , Pages 154-180
Abstract
Abstract
ll approaches about the philosophy of religious education are placed in four categories: "philosophy of religious education its more general meaning, philosophy of religious education in its general meaning; philosophy of religious education in its particular meaning, and philosophy of religious ...
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Abstract
ll approaches about the philosophy of religious education are placed in four categories: "philosophy of religious education its more general meaning, philosophy of religious education in its general meaning; philosophy of religious education in its particular meaning, and philosophy of religious education in its more particular meaning." In this paper which is organized on the fourth approach, philosophy of religious education from the view point of Islam was defined as "one of the Islamic philosophical sciences which explains and analyses the concepts and propositions of religious education from the viewpoint of the Quran and innocents tradition by documental-argumental method. Epistemological foundations of religious education from the Islam viewpoint are: "possibility of necessary knowledge for religious education", "three cognitive instruments of sensation, reason, and spirit refining", "guardedness of necessary knowledge for religious education", and "correspondence to reality as the final criterion of correctness of necessary knowledge education." Ontological foundations of religious education from the Islam's viewpoint are: "having origin of existence", "having goal of existence", "guardedness of existence", "true unity of existences components". Principles of religious education on the basis of mentioned above epistemological foundations are "to make the most of knowledge", "activity in knowledge", "expertise in knowledge", "combination in knowledge" ,"real selection" and "real evaluation".
Principles of religious education on the basis of mentioned above on to logical foundations are: "cognition of origin", "cognition of goal", and "believing in origin ""believing in goal," gradedness of stages, foundations, Principles, objectives, materials, and methods of religious education". And finally, objectives of religious education from the Islam's viewpoint were introduced in two parts: "arrival to divine absolute nearness", and "certainty", "virtue", "fait", and "Islam".
