نوع مقاله : مقاله پژوهشی
نویسنده
پژوهشگر گروه پژوهشی اخلاق، پژوهشکده اخلاق و معنویت، پژوهشگاه علوم و فرهنگ اسلامی، قم، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Educating a generation that believes in and supports the Mahdi (Mahdi-bavar and Mahdi-yavar) is a fundamental objective of Shiite educational systems, the realization of which requires the deep and effective internalization of Mahdist teachings. Critiquing conventional models that rely on the mechanical transmission of concepts and the passivity of the child, this article seeks to propose and explain a new model based on "dialectical education" as an effective method for internalizing these concepts in children and adolescents. Utilizing a qualitative analytical method and drawing upon findings from developmental psychology and Islamic ethics, this research critically examines traditional educational models and presents a new conceptual-practical framework. The theoretical findings of this study indicate that authentic internalization is a bidirectional process based on "child agency." This agency manifests through "structuration" (the interpretation and recreation of concepts) and "autonomy" (resistance against external controlling pressures). Accordingly, conflict and dialogue (dialectics) are recognized not as an educational threat, but as a necessary mechanism for meaning-making and achieving committed obedience. By employing these foundations, the present article redefines fundamental Mahdist concepts—such as Intizar (anticipation/waiting), the individual-society relationship, the signs of the reappearance, and the longevity of the Imam (AS)—from a mechanical and passive interpretation to a dialectical, dynamic, and responsibility-oriented one. Finally, a four-stage practical model (posing the problem, creating conflict, reaching a higher understanding, and transformation into action) is proposed for implementing this approach in the educational process.
کلیدواژهها [English]
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