پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 161 |
| تعداد شماره‌ها | 6,532 |
| تعداد مقالات | 70,500 |
| تعداد مشاهده مقاله | 124,088,726 |
| تعداد دریافت فایل اصل مقاله | 97,191,766 |
نقش نهاد آموزشوپرورش در نهادینه‌سازی دین‌داریِ جوانان در شهر رشت | ||
| مطالعات جامعه شناختی (نامه علوم اجتماعی سابق) | ||
| دوره 29، شماره 2، اسفند 1401، صفحه 279-303 اصل مقاله (951.82 K) | ||
| نوع مقاله: علمی وپزوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jsr.2023.92471 | ||
| نویسندگان | ||
| علی تصدی کاری* 1؛ حسن محدثی گیلوایی2 | ||
| 1دانش‌آموختة دکتری تخصصی جامعهشناسی، پژوهشگر و نویسنده. ایران | ||
| 2استادیار گروه جامعهشناسی دانشکده علوم اجتماعی دانشگاه آزاد اسلامی واحد تهران مرکزی. تهران، ایران. | ||
| چکیده | ||
| پژوهش حاضر با هدف اکتشاف و توصیف نقش میانجی آموزشوپرورش حکومت دینی در خصوص دیندارسازی، در میان گروهی از جوانان ۲۱ تا ۳۶ سالة زن و مرد با تعداد برابر در شهر رشت انجام شد. رویکرد این پژوهش کیفی و روش آن تحلیلِ روایت، ابزار گردآوری یافته‌ها، مصاحبة روایتی با ۱۶ تن از جوانان است. چارچوب نظری تلفیقی از آرای چند جامعهشناس در بارة تحولات دین‌داری است. نتایج پژوهش گویای آن است که: 1. نظام رسمی یزدانسالار ایران دارای آموزشوپرورش به شدت بسته است و به‌تبع بسته بودن بسیار ناکارآمد است؛ 2. این نظام آموزشی با تکرار مباحث دینی و با توجیه و تفکیک امور مقدس و نامقدس، حسب ارشاد و سپس اجبار در مباحث دینی بهصورت اعتقادی‌اندیشانة صرف، تمرکز دارد که مانعی در بروز خلاقیتهای دانشآموزان است؛ 3. اختصاص زمان زیادی به کلاسهای تعلیمات دینی بهطور نظری (کتاب و تکگویی معلمان و دبیران) و انجام فرایض به گونة عملی در تمام مقاطع تحصیل از عوامل فشار و فرسایندگی و در نهایت، موجب وضعیت نامتعادل و غیرسازنده از نوع شرطی شدن و بیگانگی دینی دانشآموزان شده است. از اینرو، همة مشارکتکنندگان محدودِ در این پژوهش، نظام آموزشوپرورش را نهادی غیرمفید و ناکارآمد معرفی نمودند. | ||
| کلیدواژه‌ها | ||
| دین‌داری؛ نهاد آموزشوپرورش؛ الگوی نهاد آموزشوپرورش حکومت دینی | ||
| عنوان مقاله [English] | ||
| The Role of Education Institution in the Insitutionalizing the Religiosity of Youth in Rasht | ||
| نویسندگان [English] | ||
| Ali Tassadikaari1؛ Hassan Mohadesi Gilvaei2 | ||
| 1PhD in Sociology, Researcher and Writer, Iran | ||
| 2Assistant Professor, Department of Sociology, Faculty of Social Sciences, Tehran Central Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده [English] | ||
| The present study was conducted with the aim of exploring and describing the mediating role of the religious government (theocratic regime) education institution in relation to make religious among a group of young women and men aged 21 to 36 with an equal number in Rasht city. There is no doubt that today's world is experiencing the fastest changes and transformations, both pleasant and unpleasant, compared to the previous decadesThe people and youth of the world today in the world we are talking about, due to various developments in different fields and more precisely in the field of electronics and computers in different dimensions from artificial intelligence to metaverse, are moving towards great changes and transformations of developments. This inevitable process will occur in the bio-social world of the world's societies, which is very difficult to predict. Maybe the world of the future is not so clear, that is, new problems will arise in connection with new technologies, which will be a new experience and will require new solutions. But many people, especially young people, want to have new experiences. Since the people, especially the Iranian youth, are among the people of the world, they also have such a belief. Therefore, they neither want nor can be passive in this change. This research explores to understand the success or failure of the role of making people religious, especially the youth, in the religious system based on the task assigned to the institution of education, which is being carried out as a mediator. But there is an important point in this research that should be noted, and that point is: the government of the Islamic Republic of Iran should be compared and examined with the government of the Islamic Emirates of Afghanistan, the government of Syria and Iraq, the government of the Vatican and similar cases, such as Iran., Afghanistan, Vatican and...; Why? Because the paradigm of religious governments, such as the rule of the Imam and Ummah of Islamic with the Shiite denomination and the Amir-al-Mu'minin and Ummah of Islamic with the Sunni denomination, as well as the Caliph and Ummah of Islamic with the Sunni denomination, as well as the Pope and followers of Christian with the Catholic denomination, is very different and distinct from the paradigm of nation-state governments, which is based on the rights of citizens. This research was done with qualitative approach and narrative analysis research method. The tool for gathering its findings is a narrative interview with 16 young people. The theoretical framework is a combination of the views of several sociologists about the evolution of religiosity. which discusses religious system education, education "In the wall", "At the wall" and "Beyond the wall”. Therefore, we scrutinized the formal education system as an institution that acts as an intermediary between the government and the people. Regardless of the researchers' own lived experience, which was based on empathy with the respondents (but the researchers were unbiased and neutral), they (respondents) clearly, transparently and openly stated their beliefs and thoughts that the weaknesses and inabilities of the country's education institution are very serious. From their point of view, these disabilities and weaknesses were so serious that they considered their lives "lost". The results show that: 1. Iran's official religious education system is very closed and therefore very ineffective. 2. This educational system acts in a completely dogmatic way by repeatedly repeating religious topics and justifying and commentators based on personal understanding the sacred and profane based on guiding people towards eternal salvation by guiding and guiding them and finally by coercion and force only in religious topics. Therefore, it prevents students' creativity because the whole principle and component of the educational approach of such an institution is based on this basis. And the reason for this is that the main ruling system considers only matters related to religion of Islam/denomination of Shiite as important. 3. Allocating a lot of time to theoretical religious education classes, i.e., books and monologues of school teachers and high school teachers, and then performing religious practices practically in all educational stages, beginning with guidance and, if necessary, with coercion by principals and assistants and staff of schools and high schools, the cause of stress and the erosion of students. Finally, it creates an unbalanced and non-constructive situation for students in solving personal and social problems, which, of course, should be noted that such skills are not taught to students, too. This case becomes one of the main and important factors of conditioning and alienation of students from religion and maybe other religions. Therefore, all the limited participants in this research described the religious education system as useless and ineffective. So, it is suggested that the educational system be removed from the algorithmic mode so that the field taken from Procrustes' bed is not the basis of education. | ||
| کلیدواژه‌ها [English] | ||
| Religiosity, Education institution, The Pattern of Religious Government Education Institution, Youth | ||
| مراجع | ||
|
برگر، پیترلودویگ؛ برگر، بریجت و کلنر، هانسفرید (1394). ذهن بیخانمان: نوسازی و آگاهی. ترجمة محمد ساوجی. تهران: نشر نی.
بُژه، دیوید ام (1388). تحلیل روایت و پیشاروایت. ترجمة حسن محدّثی گیلوائی، تهران: دفتر مطالعات و توسعة رسانهها وزارت فرهنگ و ارشاد اسلامی
حسنی، محمد. (1395). بررسی رویکرد تربیت اخلاقی در نظام تربیت رسمی و عمومی دوره ابتدایی. دوفصلنامة علمی- پژوهشی تربیت اسلامی پژوهشگاه حوزه و دانشگاه، دورة بهاروتابستان،(28-1). 28-1.
تصدّیکاری، علی. (1388). نقدی بر عملکرد انسان از دیدگاه هابز و روسو با نگرش جامعهشناسی. چاپ دوم. تهران: نشر دانشپرور.
دورانت، ویلیام جیمز. (1385). مجموعه تاریخ تمدن، جلد نخست-مشرق زمین گاهوارة تمدن. ترجمه و ویراستاری احمد آرام، محمود مصاحب و گروه همکاران. تهران: شرکت انتشارات علمی و فرهنگی.
رحمانپور، محمد، و میرشاهجعفری، سیّدابراهیم. (1395). آسیبهای تربیت دینی و ارائه راهکارهای مناسب از دیدگاه صاحبنظران با رویکرد برنامهریزی درسی. فصلنامة علمی پژوهشی در مسائل تعلیموتربیت اسلامی. دانشگاه جامع امام حسین (ع)، دورة پاییز، صص 52-31.
شفرز، برنهارد. (1383). مبانی جامعهشناسی جوانان. ترجمة کرامتالله راسخ. تهران: نشرنی.
کرسول، جان دبلیو (1394). طرح پژوهش (رویکردهای کمّی، کیفی و شیوه ترکیبی). ترجمة حسن داناییفرد و علی صالحی، تهران: ناشر کتاب مهربان.
گولد، جولیوس، و کولب، ویلیام ل. و گروه همکاران (1384). فرهنگ علوم اجتماعی. ترجمة محمدجواد زاهدی و گروه همکاران. تهران: انتشارات مازیار.
فلیک، اووه (1387). درآمدی بر پژوهش کیفی. ترجمة هادی جلیلی. تهران: نشر نی.
محدّثیگیلوائی، حسن. (1397). روایت ایرانی جامعهشناسی دین- جلد یکم، مبانی. چاپ دوم، تهران: انتشارات تیسا.
محمودی، سیروس. (1397). آسیبشناسی تربیت دینی دانشآموزان دوره متوسطه دوم از نظر دبیران معارف اسلامی و مشاوران مدارس. فصلنامه علمی تخصصی رهیافت فرهنگ دینی. دورة پاییز، صص 105-90.
میرزایی، خلیل. (1396). کیفی پژوهی - پژوهش، پژوهشگری و پژوهشنامهنویسی. چاپ دوم، تهران: نشر فوژان.
خبرگزاری دانشجویان ایران «ایسنا». (09/10/1400). حذف دروس اسلامی در مدارس عربستان:
Alexandrowicz, Viviana. (2021). School of Leadership and Education Sciences (ESL) and Cultures Resource Teachers & Tutors "Saudi Arabian". University of San Diego. USA. Publisher Online. Internet: https://sites.sandiego.edu/esl/saudi-arabian/ (12/03/2021).
Asrori, Achmad (2016). Contemporary Religious Education Model on the Challenge of Indonesian Multiculturalism. Journal of Indonesian Islam, Volume 10, Number 02, December.
Berger, P. L., & Berger, B., &Hansfried, K. (2015). The Homeless Mind; Modernization and consciousness. Translated by M. Saveji. Tehran, Iran: Publishing Nay. (In Persian).
Boje, David M. (2009). Narrative Methods for Organizational & Communication Research. Translated by H. Mohaddesi Gilvaee Tehran, Iran: Publishing Office of Media Studies and Development-Ministry of Culture and Islamic Guidance. (In Persian).
Creswell, John W. (2012) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Translated by Hasan DanaeeFard & Ali Salehi. Tehran, Iran: Publishing Mehraban. (In Persian).
Durant. William. James. (2006). Our Oriental Heritage (Being a History of Civilization In Egypt and…). Translated by Ahmad Aram, Askari Pashaei and Amirhossein Arianpour. Tehran, Iran: Publishing elmifarhangi. (In Persian).
Flick, Uwe. (2008). An Introduction to Qualitative Research. Translated by H. Jalili. Tehran, Iran: Publishing Nay. (In Persian).
Gearon, Liam (2014). The Paradigms of Contemporary Religious Education. Journal for the Study of Religion 27,1 (2014) 52 - 81. ISSN 1011-7601.
Grace, Gerald. (2003). First and Foremost, the Church Offers Its Educational Service to the poor': Class, Inequality and Catholic Schooling in Contemporary Contexts. International Studies in Sociology of Education. Volume 13, Number 1, Routledge. Published online: 4 Mar 2011.
Gould, Julius and Kolb, William L. (2005). A Dictionary of the Social Sciences. Translated by M. J. Zahedi Mazandarani and et. al. Tehran, Iran: Publishing Maaziar. (In Persian).
Hassani, Mohammad. (2016). Investigation of the moral education approach in formal and general education: the case of elementary schools. Research Institute of Hawzah and University, Iran. Biquaterly Journal of Islamic Education. Volume 11, Number 22. Pp, 21-51. (In Persian).
Kwon, Okyun. (2003). Buddhist and Protestant Korean Immigrants: Religious Beliefs and Socioeconomic Aspects of Life. LFB Scholarly Publishing LLC.
Newton, Robert R. (1981) Four models of teaching religion. PACE, vol. 11, 17 p. http://hdl.handle.net/2345/2429.
Mahmoudi, Sirus. (2018). Pathology of religious education of secondary school students from Islamic schools and school counselors. Volume 1, Issue 3. Pp 90-105 (in Persian).
Mirzaei, Khalil. (2016). Qualitative Researching: Research, Researching & Writing. Two-volume set. Tehran, Iran: Publishing fozhan. (in Persian).
Mohaddesi Gilvaee, Hassan. (2018). Iranian Narrative of Sociology of Religion - Basics. Volume 1, Tehran, Iran: Publishing Teesa. (in Persian).
Rahmanpour, Mohammad & Mir-Shah Jafari, Seyed Ebrahim. (2016). Harms of Religious Education and Providing Appropriate Solutions from the Perspective of Relevant Thinkers with the Curriculum Planning Approach. Scientific research Quarterly about Islamic Education Problems. Imam Hossein University. Volume Autumn, Issue 3. Pp 31-52. (in Persian).
Schafers, Bernhard. (2021). Sociology of Youth-Baisic. Translated by K. A. Rasekh. Tehran, Iran: Publishing Nay. (In Persian).
Tassaddi Kaari, Ali. (2009). A Critic of Human Perforamance with the Perspective of Thomas Hobbes and-Jean Jacques Roussrau from the Attitude of Sociology. Tehran, Iran: Publishing Daaneshparvar. (in Persian).
Iranian Students' Newa Agency. Removal of Islamic courses in Saudi schools. Google: https://www.isna.ir/news/97042714918/. (in Persian). | ||
|
آمار تعداد مشاهده مقاله: 441 تعداد دریافت فایل اصل مقاله: 263 |
||