تجربه زیارت و آثار تربیتی آن در میان دانشجومعلمان دانشگاه فرهنگیان: مطالعه‌ای پدیدارشناختی

Introduction
Training religious and devout student-teachers is one of the main priorities of Farhangian University (Teacher Training). In order to provide students with religious education and familiarize them with Islamic teachings, a set of Islamic teachings courses has been included in the curriculum of Farhangian University. However, it seems that education in university classrooms does not have a deep and lasting religious impact on the minds and consciences of students. Most religious education curricula at Farhangian University emphasize the cognitive and doctrinal dimensions of religiosity, and do not pay much attention to its other dimensions.
Research background
Some researchers have referred to religious education in the educational system from the perspective of religious experience. One of the areas that strengthens religiosity in students is creating opportunities for religious experience. Providing conditions and contexts that expose students to religious experience can strengthen the belief, faith, and devotional dimensions of religiosity. One way to gain religious experience is to be present in sacred spaces. In many religious communities, there are certain places and spaces where one can better feel the presence of God. Attending spiritual and pilgrimage sites allows individuals to understand and feel a direct and immediate connection with the supernatural, and this connection will lead to strengthening their faith, belief, and moral dimensions. Thus, one of the opportunities for religious education is traveling to pilgrimage sites and being present in religious and spiritual spaces. This article examines the experience of pilgrimage and its educational effects on student teachers at Farhangian University. This research answers these questions: (1) What are the experiences and perceptions of student teachers about pilgrimage? (2) What are the mentalities of student teachers about pilgrimage? And (3) what are the educational effects of pilgrimage on student teachers?
Research methodology
The research method in this article is qualitative with a phenomenological approach. In this article, based on a phenomenological approach, an attempt is made to identify and categorize the perceptions, ideas, and mentalities of student teachers regarding the “pilgrimage experience”. The research samples are students of Alborz Farhangian University. The samples were selected based on purposive sampling. The number of samples was determined to be 30 based on the theoretical saturation principle. In order for the interviews to be conducted within the framework of the research problem and questions, 3 general questions were asked of the samples: (1) If you have had the experience of pilgrimage to holy places, how would you describe it? (2) What are your perceptions and experiences of pilgrimage? (3) What effects has the experience of making pilgrimage had on you? After collecting the interviews, the conducted interviews were transcribed and standardized. The data analysis was performed through thematic analysis technique. Thematic analysis process begins with data coding. Thus, after conducting and transcribing the interviews, the interviews of the students were coded. After coding the data, similar codes were categorized into specific themes.
Research findings
The students’ responses to the research questions were categorized into two themes: personal effects, and social effects of pilgrimage. The personal effects of pilgrimage were categorized into three categories: spiritual, cognitive, and psychological effects.
In the category of spiritual effects, research participants stated that pilgrimage leads to a better understanding of God’s presence. They also felt closer to God during the pilgrimage. The pilgrimage has improved their spiritual condition and their heart’s faith in the world of meaning has become stronger than before. In the cognitive category, the studied samples stated that pilgrimage changed their outlook on life and they gained a different and deeper understanding of religion. Pilgrimage is an opportunity to contemplation, to resolve some doubts, to answer some questions and suspicions, and to reflect on one’s actions. In the category of psychological effects, the students studied stated that pilgrimage makes them feel psychologically calm. During pilgrimage, their stress, anxiety, and worries are reduced, and it creates a sense of security and hope in them. Pilgrimage increases their patience and tolerance, and after the pilgrimage they feel pure and light.
In addition to the personal effects of pilgrimage, the studied samples also pointed to the social effects. The social effects of pilgrimage were categorized into three sub-categories: strengthening social solidarity, expanding social interactions, and increasing responsibility. In the category of strengthening social solidarity, the student teachers stated that pilgrimage increased their religious affiliation and they felt a greater sense of unity, solidarity, and empathy with other pilgrims. The presence of different people with different ethnicities, cultures, and classes in a one place leads to a strengthening of the pilgrims’ sense of belonging and common religious identity. In the dimension of social responsibility, the studied samples admitted that pilgrimage made them more responsible towards their relatives, the people around them, and their co-religionists. They are more respectful of the rights of others than in the past and are more inclined to do charitable and public service works. In the category of expanding social interactions, the studied samples stated that pilgrimage provides an opportunity to get acquainted with different cultures. Pilgrimage can lead to dialogue, exchange of information, experiences, and feelings among pilgrims, and strengthens social and emotional bonds among them. According to the results of the research, it can be concluded that visiting sacred and spiritual places and spaces, such as the Imams and Imams’ descendants, can have lasting and profound educational effects on student teachers in terms of spirituality, cognitive, psychological, and social aspects. Religious education is not limited to classrooms and cultural programs within Farhangian University. Broader opportunities and contexts can be utilized to strengthen students’ beliefs, faith, worship, morality, and social dimensions. Collective performance of some rituals, especially religious pilgrimages and trips, can provide a unique religious experience for students. In addition to their cognitive, emotional, and behavioral effects, pilgrimages strengthen religious identity, religious belonging, social solidarity, and collective memory.