The Characteristics of the Educator and the Learner in a Curriculum Based on the Hayat Tayyibah Approach

Document Type : Scholarly Article

Authors

1 Professor, Department of Educational Management and Planning, Shiraz University, Shiraz, Iran (Corresponding author).

2 PhD in Curriculum Studies, Shiraz University, Shiraz, Iran.

Abstract

According to the Fundamental Transformation Document, the role of the educator as a guide, a trustworthy and insightful exemplar in the process of education and upbringing, and the most influential element in realizing the missions of the country’s formal education system, holds significant importance. The purpose of the present study was to investigate the characteristics of the educator and the learner within the framework of an education and upbringing approach based on Hayat Tayyibah (Pure Life). The study was conducted using a qualitative research approach, employing an inductive qualitative content analysis method. In this research, Islamic texts (the Quran, Nahj al-Balaghah, and Sahifa Sajjadieh) as well as upstream policy documents were considered, with the sample selected through purposive sampling. To ensure the validity of the qualitative data, the criteria of acceptability and credibility were utilized. The findings of the study revealed that, in the curriculum based on the Hayat Tayyibah approach, the educator serves as a facilitator, guide, and illuminator of the education and upbringing process, recognized as a moral, spiritual, intellectual, scientific, and behavioral model and agent. The educator fosters transcendent and uplifting relationships with learners and is characterized by popularity and acceptability. As a reflective and thoughtful practitioner, the educator strives to enhance their professional qualities. On the other hand, the learner, as an active and ethically oriented individual, is identified as possessing agency and responsibility within the upbringing process. The research results emphasize the development of a comprehensive perspective rooted in Hayat Tayyibah regarding the characteristics of the educator and the learner, highlighting the exemplary role of prophets and imams in shaping human personality and behavior.

Keywords

Main Subjects

مقالۀ پیشِ‏روی از رسالۀ دکتری با عنوان توسعۀ چارچوب برنامۀ درسی با رهیافت حیات طیبه در نظام تعلیم‏وتربیت استخراج شده است.

References

Ahmadabadi, A. , Arasteh, H. , Nave ebrahim, A. and Abbasian, H. (2022). Measuring the Present States of Nurturing Roles of Elementary School Teachers in Tehran. Teacher Professional Development, 6(4), 77-92. [In Persian]
Ahmadi Sa'di, A. (2005). An introduction to the theory of fitrah. Journal of Philosophy of Religion Research (Nameh-ye Hekmat), 3(1), 173–193. [In Persian]
Altan, S., Lane, J. F., & Dottin, E. (2019). Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions. Journal of Teacher Education, 70(2), 169-183.
Bagheri, K. (2013). The ideal model of education in the Islamic Republic of Iran. Tehran: Madreseh Publishing. [In Persian]
Bagherikerachi, A. , Zare Sheybani, K. and Ziyayinejad, P. (2024). The Challenges of Teaching Islamic Ethics to the Students in Elementary School. Islamic Perspective on Educational Science, 11(23), 67-93. [In Persian]
Basiri, B. , Nasr, A. , MirshahJafari, E. and Mehrmohammadi, M. (2014). Need Analysis and Explanation of Cultural, Educational and Social Needs of Faculty Members of Farhangiyan University (In Accordance with the objectives set by Fundamental Educational Development Document. Religion & Communication, 21(46), 71-104. [In Persian]
Blakemore, S. J., & Frith, U. (2015). The learning brain: Lessons for education (K. Kharazayi, Trans.). Tehran: SAMT Publications. (Original work published 2005) [In Persian]
Dimehkar Haghighi, F. (2022). Developing a curriculum framework based on “Hayat-e Tayyebeh” in Iran’s general education system (Doctoral dissertation). Retrieved from Ganj: Iranian Scientific Information Database (IranDoc ID: 9c390c0a2781e13b4e5d32fc6316f8cf). [In Persian]
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
Emamjomeh, S. M., & Mehrmohammadi, M. (2006). A critical review of reflective teaching approaches to propose a curriculum model for reflective teacher education. Curriculum Studies, 1(3), 30–66. [In Persian]
Eskandari, H. (2014). Examining the authority and credibility of moral education advisors as agents of religious education. The 5th National Conference of the Iranian Association of Philosophy of Education (Philosophy of Religious and Moral Education), Shahid Bahonar University of Kerman, Iran. [In Persian]
Fakhimpour, M. S. , shafiee, M. , Mohammadi, M. , Shamshiri, B. and jahani, J. (2023). Curriculum content for teaching teachers' best-beloved self competencies: A Meta-Synthesis Study. Journal of Curriculum Studies, 18(70), 177-210. [In Persian]
Farmahini Farahani, M., Hosseinaei, F., Ataei, F., & Mahdavi, M. (2014). Representation: Investigating the teacher’s role in students’ religious education based on Islamic teachings. The 5th National Conference of the Iranian Association of Philosophy of Education (Philosophy of Religious and Moral Education), Shahid Bahonar University of Kerman, Iran. [In Persian]
Foroughi Abri, A. A., Salimi, G., & Goodarzi, A. (2007). Theoretical foundations and principles of management with a modern approach. Isfahan: Islamic Azad University Press. [In Persian]
Ghafoorinijad, M. (2010). The Verse Fitrah, Monotheism and Innate Faith; a Historical Approach. Philosophia and Theologia: Dialogues in Criticism and Reflection, 14(55), 63-85. [In Persian]
Golsanamlu, M. , Naeimi, E. , Khorsandi Tasko, A. and Seyyed Sadraddin, S. S. (2021). Designing a good teacher model based on the Fundamental Reform Document of Education (FRDE). Basij Strategic Studies, 24(90), 179-222. [In Persian]
Gutek, G. L. (2022). Philosophical and educational schools of thought (M. J. Pakseresht, Trans.). Tehran: SAMT Publications. (Original work published 1997) [In Persian]
hallaji, M. (2022). Examine the Implications of the Upstream Documents of the Farhangian University on the Teacher Characteristics. Educational and Scholastic studies, 11(2), 221-246. [In Persian]
Humphrey, S. (2016). Academic literacies in the middle years: A framework for enhancing teacher knowledge and student achievement. Routledge.
Javadi Amoli, A. (1999). Fitrah in the Qur'an (Thematic Interpretation of the Holy Qur’an), Vol. 12. Qom: Esra Publications. [In Persian]
Javidan, L. , Ali Esmaeeli, A. and Shojaee, A. A. (2018). Compiling a template of teacher attributes and competencies based on upstream education documents. Journal of Research in Educational Systems, 12(Special Issue), 1123-1136. [In Persian]
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117.
Lancaster, I. (2018). 8 characteristic of a great teacher.  Retrieved From:https://www.teachthought.com/pedagogy/8-characteristics-of-a-great-teacher/
Lungu, M. (2016). The characteristics of the model teacher in the present society. Educația Plus, 15(1), 157-169.
Mahdavi Hezareh, M., Maleki, H., Mehrmohammadi, M., & Abbaspour, A. (2016). Hayat-e Tayyebeh: A vision for children’s education—Proposing a conceptual framework for defining primary school teacher qualities. Research in Islamic Education Issues, 24(30), 139–167. [In Persian]
Marzouqi, R. (2021). Scientific and epistemological paradigms in curriculum: An analysis of philosophy and theorizing in curriculum studies. Tehran: Ava-ye Noor Publications. [In Persian]
Marzouqi, R. (2024). Theoretical foundations of Islamic education. Shiraz: Humanities-Islamic Sciences Publishing. [In Persian]
McKnight, K. (2015). What makes an effective teacher? George Mason University. Retrieved from https://www.pearson.com
Mehrmohammadi, M. (2022). Rethinking the teaching–learning process (5th ed.). Tehran: Madreseh Publishing. [In Persian]
Moein, M. (2020). Moein Persian Dictionary (3rd ed.). Tehran: Zarrin Publications. [In Persian]
Motahhari, M. (1994). Fitrah (Human Nature). Tehran: Sadra Publishing. [In Persian]
Nahj al-Balagha. (2012). (M. Dashti, Trans.). Qom: Aal-e Ali (AS). (Original work compiled in the 10th century) [In Persian]
Rasoul, W. J., & Grubb, J. M. (2017). Foundations of competency-based education (M. Taheri, Trans.). Tehran: Allameh Tabataba'i University Press. (Original work published 2010) [In Persian]
Razavi, J., & Emamjomeh, S. M. (2014). The effective teacher: A neglected factor in improving teaching–learning quality in primary schools. The 1st National Conference on Educational Sciences and Psychology, Marvdasht, Iran: Andisheh Sazan Mobtaker Javan Institute. [In Persian]
Razi, J. , Emam Jomea, M. R. and ahmadi, G. (2017). The Extracting the Dimensions of Effective Teachers with Regard to Provide a Conceptual Framework of Education and Teacher Training. Teacher Education Policy, 1(1), 13-46. [In Persian]
Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883-907.
Rostami, E. (2018). Teacher group efficacy, self-efficacy, and job satisfaction among Iranian language teachers: The mediating role of teacher professional commitment (Master’s thesis). Retrieved from Ganj: Iranian Scientific Information Database (IranDoc ID: ac783bcc89081d274504e2ca262cd1de). [In Persian]
Safaei Moghaddam, M. , Rahmani, B. , Pakseresht, M. J. and Mara’ashi, S. M. (2016). Foundations and Principles of Islamic Ethics: A Reflection on the Relationship between Teacher and Students. Foundations of Education, 6(1), 23-45. [In Persian]
Sahifa Sajjadiya. (2016). (H. Ansarian, Trans.). Mashhad: Astan Quds Publications. (Original work attributed to Imam Ali ibn al-Husayn, ca. 7th century CE) [In Persian]
SahraKar, S., Abbabaf, Z., & Hosseini, S. M. H. (2017). A worry-oriented acceptance model for analyzing teachers’ and staff’s anxiety toward educational change. Proceedings of the Psychology Conference, Shiraz University. [In Persian]
Saleemi, A. R. (2018). Qualities of a good teacher. University of Engineering and Technology, Lahore.
Sattari, A. (2018). Principles of Education Based on the Value Judgments and Anthropological Tenets of Transcendental Philosophy. Journal of Islamic Education, 13(27), 166-141. [In Persian]
Secretariat of the Supreme Council of Education. (2011). Fundamental Reform Document in the Formal General Education System of the Islamic Republic of Iran. Tehran: Supreme Council Secretariat. [In Persian]
Secretariat of the Supreme Council of Education. (2011). National Curriculum Document of the Islamic Republic of Iran. Tehran: Supreme Council Secretariat. [In Persian]
Shari'atmadari, A. (2009). Principles and philosophy of education (12th ed.). Tehran: Amir Kabir Publishing. [In Persian]
Sheppard, M., & Levy, S. A. (2019). Emotions and teacher decision-making: An analysis of social studies teachers’ perspectives. Teaching and Teacher Education, 77, 193-203.
Tabatabaei, S. M. H. (2009). Islamic Studies (Vol. 2, 2nd ed.). Qom: Bustan-e-Ketab Institute. [In Persian]
tahmasebzadeh sheikhlar, D. and alamolhoda, J. (2019). Curriculum capacities in the face of teaching religious instruction use of aesthetic approach. Islamic Perspective on Educational Science, 7(12), 5-24. [In Persian]
The Holy Qur'an. (2001). (M. Elahi Qomshei, Trans.). Qom: Fatemeh al-Zahra Publications. (Original work revealed ca. 610–632 CE) [In Persian]
Yousefzadeh, M. R., Mohibi, A., & Shahmoradi, M. (2016). Quality teaching in higher education. Tehran: University of Police Sciences Publications. [In Persian]
Ziyaa’ee Mehr, A., & Hallaaji, M. (2016). Female high school teachers’ opinion on their educational role and the extent to which they match the expectations of the national curriculum. Quarterly Journal of Education (QJOE), 32(3), 33–55. [In Persian]
 
 

Files

Share

How to cite

Statistics