Observations about the Contents of the Method of Teaching Religious and Moral Values

Mahnaz Haj Qolamrezaii*


The process of education, specially cherishing of values, which is one of the important infra-structures of accomplishing and reforming man and society has been one of man’s special concern. This process consists of some pillars one of which is proper educational contents. The present paper tries to provide proper principles fro in organizing and arranging the educational contents of cherishing religious and moral values. It is a theoretical research which uses a descriptive-analytical method. The research findings present a sound criteria for selecting educational contents and for specifying how to organize them especially the proper books intended to teach religious and moral values.

Key words: contents cherishing values, religious values, moral values.


An Inquiry into the Institutionalization of Standards of Morality in the Media

Mohammad fooladi*


Using an analytical-descriptive approach, the present paper reviews the modus operands for institutionalizing standards of morality in the media. In every political system, the media is regarded as the most important means of promoting dominant and commonly accepted culture, values and norms, and this contributes to the political stability of society. In any society, the media relies mainly on using different artistic techniques and methods, and formal, propagandistic, and psychological attractions in order to exert influence on the audience, remain constant in its competition with rival media and satisfy succeed to the audience’s needs. Unfortunately, although in Islamic society the media is replete with its contents, it is not so effective and interesting as that of the rivals. This attributed to the weakness of its structure and lack of necessary attractions which appeal to the audience. The present paper tries to point out to some of the modus operands institutionalizing moral values in the media.

Key words: morality, the media, standards of morality, institutionalization of moral standards.

The Methodology of Teaching Moral and Religious Values

Seyyed Hamid Reza 'Alawi*, Mahnaz Haj Qolamrezaii**


Owing to the fact that values contribute to stabilizing individuals' personality and social life and serve as influential factors in man's life and prevalence of values cherishing them is a necessity. The present paper tries to provide methods of teaching moral and religious values. It is a theoretical research which uses descriptive-analytical method. The research findings present a new method of teaching values called "ladder method". This method which consists of three stages: pre-teaching stage or "the stage of preparatory and awareness ", teaching stage or "the stage of founding", and post-teaching stage or "the stage of education ", provides modus operands to strengthen and stabilize the learned values and promote the trainee's ability to differentiate between values and anti-values.

Key words: the cherishing of values, moral values, religious values, ladder method of teaching values.

A Comparative Study of Values in Islam and Liberalism and Its Implications for Moral Education

Mohammad Hussein Heydari*  Zenab Arabi** , Raziyeh Emami***


Ethics is one of the fundamental components of strength of the human societies. Furthermore, the moral stability of every society depends on the axiological system which governs it. The present paper, which is a kind of qualitative research, is a comparative study of the concept of values in two important intellectual schools, i.e. Islam and liberalism. Since the theoretical principles of liberal anthropology are based on humanism in the period which followed the Renaissance and enlightenment era, such values as individualism, freedom of the individual, equality, tolerance, and democracy are among the fundamental values of liberal school. To the contrary, in Islam, whose anthropology is based on "innate disposition", "rationalism" and "innate dignity", the main values are God-orientation, social and spiritual freedom, justice, tolerance and theocracy. To sum up, although there are superficial similarities between Islam and liberalism regarding some values, the God- oriented nature of Islam and human-oriented nature of liberalism has widened the differences between these two schools in as far as values and moral education are concerned.

Key words: axiology, Islamic values, liberal values, moral education.

The Status of Postmodernism and Values

A Review of the Relationship between Ontology and Epistemology of Postmodernism and Islamic Education

Mohammad Ali Tavana*, Maliheh Mowlawinasab**


Postmodernism refers to the plurality and multiplicity of values and relativity of reality. Can such a situation be a good ground for cherishing Islamic values? The present paper considers that the ontological principles of postmodernism have removed the intellectual obstacles of presenting Islamic values. That is, the ontology of postmodernism has challenged the universality and absolutism of Western values. On the other hand, laying out the relativity of cognition and reality, these principles have challenged the values which are claimed to be universal and absolute. Accordingly, these principles, as they seem, are a two- edged sword, one attracting and the other distracting. Making a qualitative- content analysis and using the approach of relationship assessment, the present paper tries to show the possibility of fostering Islamic values in the context of postmodernism.

Key words: postmodernism, ontology, epistemology, Islamic values, education


The Methodology of Model for cherishing Values

Ali Fallah Rafi'*


Among the subjects which have been the special concern of educationists are the nature of model and its role in education. There have been so many novel discussions on the importance of model and only few discussions on the role of model in cherishing the values and how values influence trainees, especially the youth. The present paper studies the role of model in cherishing the values. Dividing methodology into two kinds: model-related and target group, and elaborating on the components of each of them, the author presents a new idea in this regard. The importance and significance of modeling has a process whose pace and soundness are contingent upon the attention given to these components and their practical application. The author uses an intra-religious (textual) approach and analytical-logical method in this research.

Key words: modeling, religious scholars, the youth, belief-orientation, pragmatism, separationism, anti-absolutism, study of time, flexibility, education.


The Prevalent Approaches to Cherishing Religious Values Compared with the Islamic Approach

Mohammad Jawad Zare'an*/ Abolfazl Sajedi**/ Hussein Khatibi***


Using a descriptive-analytical method, the present paper tries to make a critical study of the approaches to cherishing values prevailing in the world and compare them with the principles of Islamic education to develop a comprehensive approach to establish "an Islamic model to cherish religious values". The prevalent virtue-based religious and philosophical approaches are based on meritorious life style and making up ideal character, but prevalent non-religion approaches insist on self-realization and self-explanation of values.

The key difference between the Islamic approach to cherishing values and the prevalent religious approaches is represented in the integrative approach to simultaneous cherishing of rational and religious values adopted by Islam and the possibility and achievement of harmony between religious education and rational education, which originates from the complete interaction between intellect and religion in cognitive geometry of Islam. According to Islamic approach, religious values include all human values, whether personal or social, while the main concern of prevalent religious and virtue-based models is cherishing moral values and promoting good character, and their domain of cherishing values is limited to personal and individual aspects.

Key words: intellect, rational approach to religion, liberal secular approach, cherishing of values, self-explanation of values, approach to forming character or lifestyle.

*  MA student of Kerman Shahid Bahonar University                            hemmatali57@yahoo.com

Received: 2012/5/2 - Accepted: 2012/10/3

* Assistant Professor, IKI                                                                                 fooladi@qabas.net

Received: 2012/5/13 - Accepted: 2012/10/28

*  Assistant Professor, Bahonar University of Kerman

** .MA student of Kerman Shahid Bahonar University                         hemmatali57@yahoo.com

Received: 2012/5/2 - Accepted: 2012/10/10

*  Assistant Professor, University of Esfahan                                     mhheidari1353@gmail.com

**  A.M Student, University of Esfahan

*** A.M Student, University of Esfahan                                                 emamirazieh@yahoo.com

Received: 2012/5/23 - Accepted: 2012/10/16

* . Assistant professor of political sciences department, Yazd University


** . MA student of political sciences, Yazd University                             m.molavi.n@gmail.com

Received: 2012/6/30 - Accepted: 2012/9/29

* Faculty Member of Tarbiyat Modares University                                   a.fallahrafie@gmail.com

Received: 2012/6/5 - Accepted: 2012/9/26

*  Assistant professor of Al-Mustafa International University

**  Associate professor of IKI

***  Graduate of level four, Qom Seminary  


Received: 2012/6/10 - Accepted: 2012/10/7