Journal of Razavi Culture

Abstract Moral education of Muslims is one of the basic goals of Quranic and Hadith teachings. Extracting these teachings and explaining them in a methodical way in the form of principles and methods of moral education provides the basis for the knowledge of the moral system in Islam. Among the narratives of Imams (as) and the narratives left by Imam Riḍā (as), there are many statements and reports on the subject of ethics. This research, using a descriptive and analytical method, seeks to answer the question, what are the principles and methods of moral education in the narratives of Imam Riḍā (as)? To answer the research question, his hadiths were extracted, categorized and analyzed. The research findings indicate that the principles of moral education are: Change in outward behavior, inner transformation, continuity and protection of action, modification of conditions, responsibility, grooming, grace, justice, dignity and wisdom. The realization of these principles, methods such as indoctrination to the self, imposing on the self, giving insight, calling to faith, creating duties, reckoning with self, contextualization, change of position, pattern making, facing the consequences of actions, incitement of faith, troubles and trials, beautifying the appearance, embellishment of speech, repentance, evangelize, exaggeration in reward, task as much as possible, warning, punishment in the amount of the fault, neglect, cleanliness and purity of the soul, teaching the wisdom have been identified as a method of getting rid of and treating vices.

Abstract The moral nurture of trainees is of the most important problem in every educational system. The aim of this research is explanation of features of curriculum’s components for moral nurture in regard to Imam Riḍā’s (as) educational method. Approach of the research is descriptive and its method is research synthesis. The research population is all articles (30 articles), which have been presented from 2008 to 2020 about the Imam Riḍā’s (as) educational method. The research sample is 19 articles, which have been chosen systematically on thematic monitoring and theoretical data saturation. The data of research have been gathered from descriptive analysis of studying documents. By analyzing the data, the feature of curriculum’s components is organized on 6 dimensions, 25 factors due to Miller’s theory. Based on results, the goals of curriculum for moral nurture must be diverse, targeted, flexible and democratic, the positive, and amendatory moral training, active methods, and, direct and indirect methods. Learner is spontaneous, interactive, independent and responsible; and teacher has professional skills, communication skills and has moral virtues and is a handsome person; Assessment of the moral nurture process is continuous and comprehensive in which is concerned self-assessment and moderation principle and the fit learning environment must have ethical and religious atmosphere.