https://iued.ilam.ac.ir/ Educational Doctrines in Quran and Hadith en daily 1 Mon, 22 Dec 2025 00:00:00 +0330 Mon, 22 Dec 2025 00:00:00 +0330 https://iued.ilam.ac.ir/article_732920.html Abstract   The present study aims to elucidate the principles of future-oriented thinking in religious education by examining the Qur’anic and Hadith-based foundations of this concept, with the ultimate goal of proposing a systematic model for future-oriented education within the framework of Islamic teachings. Employing a descriptive-analytical methodology and a documentary library research approach, the study conducts a conceptual analysis of key notions such as “principle,” “future-oriented thinking,” and “religious education.” Relevant Qur’anic verses and Hadith traditions were extracted through qualitative content analysis and subsequently categorized into fundamental principles of future-oriented education. The findings indicate that the principles of future-oriented thinking in religious education consist of eight core components: 1) long-term thinking and vision-building as the guiding force of education; 2) decisive and responsible decision-making as a driver for realizing educational goals; 3) consultation and deliberation as corrective and developmental elements; 4) pedagogical flexibility that preserves dynamism in the face of societal and temporal changes; 5) conscious planning for organizing educational actions; 6) value-based prioritization to emphasize the essential needs of human development; 7) ethical and social responsibility as a commitment-generating dimension of education; and 8) trust in God (Tawakkul) as the spiritual foundation that provides assurance and tranquility throughout the educational process. The interaction of these principles forms a comprehensive framework for future-oriented religious education, enabling parents and educators to effectively cultivate a generation that is faithful, creative, responsible, and capable of adapting to future transformations. The study concludes by recommending the integration of futures studies and responsible decision-making skills into religious education curricula, the implementation of Qur’an-based training workshops for parents and educators, and the institutionalization of an indigenous Islamic model of future-oriented https://iued.ilam.ac.ir/article_731433.html Proper upbringing and raising a virtuous generation require the use of Quranic resources. Accordingly, identifying the nature of chaste upbringing based on religious and Quranic teachings is missing from today's education and training environment. The criteria for entering the study were verses from the Quran in which the word chastity and its derivatives were directly used. The findings in response to the first question led to the identification of six principles of chaste upbringing in Quranic teachings, which include the principles of piety, modesty and covering, self-control, avoiding solitude with non-mahrams, marriage, family upbringing, and creating a healthy environment. The research findings in response to the second question led to the identification of the ultimate goal of achieving happiness and perfection and three intermediate goals. Similarly, the four principles of strengthening faith, balancing powers, remembering the consequences of immorality, and staying away from healthy environments were categorized and identified. The methods of chaste upbringing also include four methods: 1- Purifying the soul 2- Controlling the gaze and inner modesty 3- Raising awareness 4- Making society healthy from moral pollution. The final results of the research indicated that; chaste upbringing based on Quranic teachings not only helps the individual control desires and maintain personal dignity, but also leads to the health of society. And the principles and methods presented in the Quran are consistent with psychological and social realities and offer a practical and sustainable solution for creating healthier societies. https://iued.ilam.ac.ir/article_732910.html AbstractThis study investigates the profound influence of cultivating a close relationship with the Holy Qur’an on female students enrolled in Islamic seminaries. Employing a qualitative methodology within a descriptive phenomenological framework, the research seeks to delineate the lived experience of these students. Participants were selected via purposive criterion sampling, based on eligibility and willingness to participate. Data collection was conducted using semi-structured interviews, continuing until theoretical saturation was achieved, resulting in a final sample of 38 participants. Data analysis was performed using thematic coding, incorporating both selective and axial coding stages. To verify reliability, the inter-coder agreement method was utilized, yielding a coefficient of 0.78. Validity was ensured through participant review and comparison with existing scholarly literature. The findings revealed eight overarching (selective) themes: 1) Individual Spiritual Development; 2) Individual Cognitive–Behavioral Transformation; 3) Qur’an-Oriented Family Life; 4) Qur’an-Centered Education; 5) Qur’an-Based Political Outlook; 6) Qur’an-Based Economic Perspective; 7) A Qur’an-Centered Society; and 8) Qur’anic Culture. These themes encompass various sub-dimensions, including emotional and psychological tranquility, self-actualization, behavioral improvement, moral refinement within the family, academic achievement, enhanced political consciousness, economic fairness, and the promotion of social justice. https://iued.ilam.ac.ir/article_732918.html  AbstractOne of the major concerns for parents in today’s circumstances is the mode of dress for their children, particularly daughters, which stands as a critical aspect of family education. The educational institution represents a suitable venue for institutionalizing the culture of proper attire. This applied qualitative research was conducted with the aim of ‘Presenting Educational Strategies for Promoting Islamic Chastity and Hijab to Reduce Partial Hijab and Non-Hijab among Women in Ilam City.’ The participants were 33 women aged 17 to 60 residing in Ilam, selected through purposive sampling. The transcribed interview texts were subsequently analyzed using Thematic Analysis. During the analysis process, two main themes were constructed: Promoting Hijab and Chastity in Educational Settings and Promoting Hijab and Chastity within the Family. The results indicated that, from the participants’ perspective, the strategy of ‘Promoting Hijab and Chastity in Educational Settings’ is applicable through five sub-strategies (sub-themes): implementing the hijab directive in educational environments; utilizing religious and psychological counselors in educational settings; teaching hijab in schools, kindergartens, and training centers; Islamizing students’ necessities and English language textbooks; and hiring veiled and committed teachers and instructors. The strategy of ‘Promoting Hijab and Chastity within the Family’ is also executable through five (sub-strategies): the family’s religious commitment and role as an educational model; intellectual and educational alignment between teachers and parents; institutionalizing religion and hijab from childhood; providing hijab clothing and necessities for children; and teaching the preservation of family privacy. Ultimately, the participants’ views were found to be consistent with the Quranic and narrative models. https://iued.ilam.ac.ir/article_732911.html Abstract In Islamic thought, ḥayāʾ (modesty) is regarded as a moral virtue that plays a decisive role in regulating both individual and social behavior. In the modern world, which grapples with metaphysical challenges such as nihilism, a critical question arises: Can ḥayāʾ, as a cognitive-educational mechanism, assist contemporary humanity in overcoming the crisis of spirituality? This study, employing a descriptive-analytical method based on library research, investigates the role of ḥayāʾ (rooted in Islamic teachings) in confronting nihilism. The findings indicate that ḥayāʾ, as an educational mechanism, first stabilizes the religious worldview by reinforcing epistemological foundations—namely, the knowledge of God (maʿrifatullāh) and self-knowledge (maʿrifat al-nafs)—and subsequently regulates the realm of imagination and desires. In doing so, it effectively counteracts the fragmentation caused by nihilism. The research demonstrates that Tawḥīd-based modesty is not merely a passive individual virtue, but rather an active and socially transformative educational mechanism. By connecting the human being to transcendent truth, it enables the navigation of the spiritual crises of the present age.   https://iued.ilam.ac.ir/article_731431.html AbstractThis interdisciplinary study investigates the story of Joseph (Yūsuf) and his brothers in the Holy Quran from the perspective of Carl Gustav Jung’s Analytical Psychology. The primary objective is to meticulously analyze the phenomenon of envy (Hasad) within the theoretical frameworks of the "Shadow" archetype and the Quranic concept of "Nafs al-Ammāra" (The Commanding Soul).The research employs a descriptive-analytical methodology, drawing upon classical Islamic exegesis sources such as Al-Mizan, Tafsir al-Tabari, and Al-Tahrir wa al-Tanwir, alongside the foundational works of Jung. This approach examines the psychological defense mechanisms evident in the brothers’ behavior, focusing specifically on identifying the unconscious processes of denial and projection as manifested through their envy.The findings demonstrate that envy in this narrative transcends a simple moral vice; rather, it functions as a profound symbol of internal conflicts and complex psychological defense mechanisms. The article's core innovation lies in applying Jung's sophisticated theoretical framework to the deep analysis of religious texts.The results emphasize the critical importance of conscious confrontation with the internal shadows and highlight the pivotal role of repentance (Tawbah) in the process of psycho-moral transformation. This study opens a new horizon in interdisciplinary studies of the Quran and psychology, underscoring the fact that the Holy Quran addressed the deepest layers of the human psyche and its healing pathways centuries before the advent of modern psychology. https://iued.ilam.ac.ir/article_732917.html Roushd” is a pivotal concept in Qur’anic pedagogy, representing a fundamental dimension of human development from a spiritual perspective. In Surah al-Jinn, the term “Rushd” appears four times, underscoring its central role within the Qur’anic worldview. This study aims to identify the key indicators and conditions for attaining growth through a structural analysis of Surah al-Jinn. Using a descriptive – analytical method, the research traces the semantic relationships among concepts associated with “Rushd” and explores their implications for human formation in the light of the Qur’an. The findings indicate that receiving divine and intuitive knowledge, affirming the oneness of Lordship, servitude, and guardianship constitute the principal indicators of roushd in this Surah. Moreover, the study identifies several essential conditions for achieving roushd, including receptiveness to truth, faith in God and submission to divine reality, trust in God’s promises, perseverance in the path of servitude, attentiveness to divine signs, and avoidance of blind imitation. Together, these elements outline a holistic Qur’anic framework for spiritual and moral growth grounded in knowledge, faith, and conscious obedience.   https://iued.ilam.ac.ir/article_732913.html Nahj al-Balagha, recognized as a rich source of educational teachings, offers extensive potential for deriving effective models for contemporary education. Employing a descriptive-analytical approach and documentary library research, this study examines the concept of “admonition” (Mawʿiẓah) along with its cognates and synonyms in Nahj al-Balagha, with a specific focus on Letter 31. The primary research question investigates the educational methods grounded in admonition embedded within this letter, analyzing their components and functions. The findings indicate that each synonym of admonition reflects a specific dimension of the educational process in Nahj al-Balagha: Naṣḥ denotes sincerity of intention; Irshād signifies rational guidance; Tadhkīr refers to reminding or remembrance; and Waṣiyyah implies testamentary counsel. Furthermore, the study highlights that Imam Ali (peace be upon him) employs pedagogical strategies such as emphasizing belief in the afterlife (Eschatology), realism, emotional engagement, and the use of metaphors and parables to enhance educational impact. Consequently, the study concludes that Imam Ali’s educational methods, grounded in divine and human principles, are adaptable to contemporary educational systems and offer innovative solutions to modern pedagogical challenges. https://iued.ilam.ac.ir/article_732914.html Self-esteem, as a foundational construct in psychology and educational sciences, plays a pivotal role in human growth and excellence. Despite numerous psychological studies in this domain, a notable gap remains regarding a comprehensive conceptual framework that integrates Quranic principles with practical methods for the formation of self-esteem. The aim of the present research is to formulate such a framework based on Quranic teachings, with a specific focus on communication skills. This research was conducted using an analytical-inferential methodology, utilizing documentary library research. Initially, Quranic foundations were extracted through a content analysis of verses pertaining to self-esteem, human dignity, and communication skills, supported by authoritative Shi’a exegeses (Tafsīr). Subsequently, using logical deduction, practical principles and methods were inferred from these foundations. The findings revealed that self-esteem in the Qur’an is predicated on three fundamental bases: inherent human dignity, free will and accountability, and the station of Khalīfat-Allāh (God’s vicegerency). From these bases, three strategic principles were deduced: dignity-centeredness in human communication, honesty and transparency in interactions, and responsibility in interpersonal relations. Furthermore, three operational strategies were elucidated: a positive and realistic self-concept, assertive communication skills, and social self-efficacy. The proposed conceptual framework, by synthesizing Quranic teachings and psychological findings, provides a comprehensive basis for designing educational and therapeutic interventions in the field of self-esteem with an Islamic approach, aligning these spiritual insights with established psychological theories.   https://iued.ilam.ac.ir/article_732915.html Hope and hopefulness, as fundamental spiritual and psychological needs, are crucial for achieving individual and societal aspirations. However, societal and political circumstances can sometimes lead to a decline in hope. Therefore, it is essential to develop a systematic and practical framework for fostering hope within society, thereby facilitating the realization of the ideals of the Islamic Revolution and the New Islamic Civilization. Inspired by the profound teachings of Nahj al-Balagha, this study aims to design and present such a framework. Employing a qualitative approach and a content analysis research design, this study was conducted in three main phases: 1) Defining the concept of hope and exploring its significance in Nahj al-Balagha; 2) Designing and presenting a systematic strategic framework for instilling hope in society; and 3) Evaluating and validating the proposed framework. The framework is grounded in core principles and approaches, including emphasizing faith in God and spirituality, self-awareness, ontology, and motivating society. Furthermore, it incorporates diverse operational strategies, such as reinforcing the concept of divine mercy and blessings, cultivating a culture of patience and resilience, drawing on the past to inspire hope for future generations, promoting positive thinking and spirituality, and highlighting the vital role of religious scholars in balanced interpretations of religious teachings. This strategic framework offers a systematic and practical foundation for enhancing hope and optimism within society. https://iued.ilam.ac.ir/article_732916.html   While the concepts of magic and sorcery are familiar in religious discourse, a deeper understanding of their nature, meaning, and the rationale for their prohibition within Abrahamic faiths—particularly Islam, Judaism, and Christianity—remains of great importance. Magic constitutes a significant theological issue, with its gravity emphasized in the Holy Qur’an as well as the Old and New Testaments. Accordingly, this study aims to conduct a comparative examination of the nature of magic from the perspectives of these three Abrahamic traditions. The primary research question addresses the nature of magic as defined by the Qur’an and the Biblical scriptures. The central hypothesis asserts that magic is fundamentally condemned in Islam, Judaism, and Christianity. Employing a descriptive-analytical methodology and documentary library research, the study analyzes the relevant scriptural texts. The findings indicate that the Holy Qur’an delineates two types of magic: one that is illusory and lacks real existence, and another that is real and produces tangible effects. Similarly, Judaism rejects sorcery; however, historical distortions of the Torah led to changes in beliefs concerning magic, which subsequently became intertwined with Kabbalistic mysticism. From the Christian perspective, the Gospels present the high priesthood granted to Jesus (peace be upon him) as the true source of eternal salvation, standing in distinct contrast to the practices of sorcery. The results of the study reveal that: https://iued.ilam.ac.ir/article_732912.html Human personality constitutes one of the most intricate dimensions of existence, having long captivated the attention of scholars across various disciplines. Among the diverse sources of insight, religious teachings—particularly the divine guidance of the Holy Qur’an—play a foundational role in shaping and elevating human character. Personality development is a dynamic and multifaceted process influenced by a constellation of factors. The Qur’an not only delineates the attributes of a sound and exalted personality but also explicates the underlying elements that contribute to its growth. This study, employing a descriptive-analytical approach and utilizing documentary library research, seeks to explore and elucidate the Qur’anic foundations of personality development. The findings affirm that the Qur’an, as a revelatory source, underscores the significance of both hereditary and environmental influences in the maturation of personality. It indicates that biological and genetic factors serve as the foundational substrates of character, while environmental and social determinants—categorized into family, life experiences, cultural context, and social groups—play a pivotal role in shaping identity and behavior. Each of these dimensions contributes meaningfully to the human journey toward moral and existential perfection. https://iued.ilam.ac.ir/article_732919.html Given the rapid expansion of communication in the modern era and the necessity of acquiring relevant skills—particularly for children—developing a skill-oriented model of social education grounded in Islamic teachings has become a major concern for conscientious parents and educators. The present article aims to identify the components and themes of teaching communication skills to children through an examination of the Hadith corpus of both major Islamic schools (Sunni and Shi’a). To achieve this goal, a descriptive-analytical method was employed, utilizing documentary library research. The educational content extracted from these traditions encompasses two general categories—communicative skills and interpersonal skills—along with several specific sub-skills. Furthermore, by focusing on Hadith statements pertaining to skill acquisition for children, this study seeks to derive the relevant pedagogical methods, approaches, contexts, presuppositions, and requirements necessary for such instruction based on the implications of these traditions. https://iued.ilam.ac.ir/article_732921.html In the current situation where intercultural interactions and interreligious dialogue have become more necessary than ever before, rereading the intellectual and methodological heritage of Imam Reza (AS) can provide an efficient model for creating rational and moral communication between cultures and intercultural education. This research, using a qualitative content analysis approach based on the approach of Gall et al. (1994) and using reliable narrative and historical sources, has examined the components of the dialogue model in Imam Reza's (AS) debates. After open coding and organization, the data were categorized into five main axes: "Principles of Dialogue Ethics" including components such as scientific humility, freedom of thought, creating a common sense, and guiding goal setting; "Rational methods of argumentation and persuasion" include the use of rational argument, deductive logic, rational defense of the foundations of belief, and providing accurate and well-reasoned answers; "interfaith dialogue skills" such as determining a common framework, recognizing the sources of the other party, and emphasizing commonalities; "effective communication strategies with the audience" that oversee the purposeful management of the discussion, posing strategic questions, accurately defining concepts, and creating mental security; and finally, "educational and strategic goals of debate" include establishing intellectual independence, avoiding destruction, and providing a model for constructive global interaction. The results of the research show that this model can be used as a practical model for scientific, educational, and intercultural discourses in today's world. https://iued.ilam.ac.ir/article_733290.html In view of the rapid social and cultural transformations in the contemporary world, the necessity of examining the relationship between religious beliefs and individual as well as social ethics is increasingly felt. Religious beliefs, as a value system, not only influence the personal behavior of students but can also serve as a foundation for establishing healthy and balanced social relationships among them.In this regard, a fundamental and essential question arises: how can the relationship between religious beliefs and the principles of individual and social ethics be analyzed in the process of students’ religious growth and education from the perspective of Ayatollah Javadi Amoli? Furthermore, how do individual and social ethical behaviors based on religious beliefs affect the form and content of students’ religious education?This study, employing an “analytical-descriptive” method, first analyzes key concepts such as beliefs, ethics, and religious education, and then examines the interconnection among these concepts and their impact on students’ religious upbringing. By referring to Qur’anic verses and narrations, it is demonstrated how religious beliefs can contribute to the internalization of moral values in the younger generation and guide them on the path of growth and perfection.The findings of this research indicate that strengthening religious beliefs in students leads to the formation of a strong and enduring moral and religious identity, improvement of social behavior, and enhancement of the quality of human relations within society.