Journal of Razavi Culture

Abstract O One of the applied branches of psychology is behavior therapy. In behavioral therapy, using experimental psychology, especially learning psychology, techniques and methods are extracted and used in order to change and often correct people’s behavior. The two schools of behaviorism, Pavlov and Skinner, together with the theory of social learning and the theory of cognitive reconstruction, have proposed the most important theories about behavior change. Using the data of these theories, this research tried to identify and present the application of behavior change methods in the life of Imam Riḍā (as) with a descriptive- analytical typology approach. The results indicate that in Razavi’s life, the methods of cognitive reconstruction and observational learning are in the position of creating desirable behavior and the methods of primary, social, exchange and feedback reinforcements are identified, also, the use of the principle of facilitation in the position of stabilizing and expanding desirable behavior and methods of inhibition, depriving positive reinforcement and compensating the position of reducing or eliminating undesirable behavior can be recognized.  

One of the applied branches of psychology is behavior therapy. In behavioral therapy using experimental psychology, especially learning psychology, techniques and methods are extracted and used in order to change and often modify people's behavior. Two schools of behaviorism, Pavlov and Skinner, along with social learning theory and cognitive reconstruction theory, have proposed the most important theories about behavior change. Using the data of these theories, this research tries to identify and present the application of behavior change methods in the life of Imam Reza (a.s.) with a descriptive-analytical typology approach. The results indicate that in Razavi's way, the methods of cognitive reconstruction and observational learning in the position of creating desirable behavior, and the methods of primary, social, exchange and feedback reinforcements, as well as the use of the principle of facilitation in the position of ...

Abstract Family is the foundation of society and the first center of its education and health is the first necessity of creating a religious and law-abiding society. On the other hand, the child is the capital entrusted to the parents so that through this passage, his abilities will be actualized and the perfect and creative human being will attain the divine attributes which is the philosophy of creation. The family, which is considered to be the most influential educational unit for children, emerged following social, economic and cultural changes, regrettably in Iran and the world, and in spite of huge industrial progress and greater prosperity, it has faced various open and hidden challenges and has failed to fulfill its mission. Undoubtedly, revitalizing its functions, including raising children, is considered vital. Is Imam Riḍā (as) whose words and behavior are proof and done according to Allah’s will, is he strict on the principles and methods of raising a child after birth in order to achieve educational goals? In these lines, the author has taken a step by reading sources in a library method and presenting them in a descriptive-analytical method, and the source of extracting principles and methods is his theoretical and practical way. The principles of children’s heterogeneity, love, justice and honoring the child with a religious name are of special interest to him. The following educational background methods, some of which are dedicated to the first week of childbirth and some of which are more inclusive, have been emphasized by Imam (as): Mother’s milk, choosing a wise and healthy nurse, saying adhān and iqāmah in the child’s ear, choosing a good name, aqīqah, giving alms according to the weight of the hair, circumcision, healthy nutrition, insisting on prayer, learning the Qur’an, familiarity with the teachings of the thought of Ahl al-Bayt (ah), politeness, praising positive actions, conditioning upbringing, keeping promises and punishing properly. Undoubtedly, if the family and education system is affected by the mentioned approaches, its output will be righteous and law-abiding children.

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 era of Imamate and leadership of Imam Riḍā (as) coincided with cultural threats against pure Mohammadi thought and Muslim beliefs, so that translating Greek and Indian books to promote atheistic and anti-Islamic thoughts, as well as propagating the heads of other religions, distorting and counterfeiting hadiths and the emergence of different sects such as Ghulāt, Mufawwaḍeh, Mushabbaheh, Mujassameh, etc. have encountered his era with a variety of religious and cultural crises. In such an atmosphere, the Imam tried to provide the grounds for perfection and prosperity by reforming the beliefs and attitudes, and by culturalizing the execution and people's avoiding from the prohibitions of the sacred law of Islam. Prayer is one of the religious practices that the Imam tried to cultivate it in the society by purifying it and removing the superstitions and distortions from it. This article based on descriptive-analytical method examines the teachings and behavior of Imam Riḍā (as) and considers the educational methods adopted by him as a model for the cultivation of prayer in Islamic society. The article shows that by applying educational methods of modeling, exhortation, encouragement, warnings and fear, giving insight, and indirect way in the life, one can culturalize the prayer in the religious community by following the instructions of Imam Riḍā (as).

Abstract  
The present research was performed by analysing Imam Reza educational method relying on predicate of Imam Reza. The method of research is applied by conceptual and documentary analysis method. The statistical society is textual and consists of all concepts pertain to Imam Reza Educational method in the predicate of that Holiness which was performed in regard to research question as targeted. The research findings showed that Imam Reza educational method covers easiness techniques like clustering of contents, short sentences and using stories, interesting techniques for audiences like emphasize upon importance of content, use of verbal words and use of punishment and reproof words, subjective methods like citation of example and similarity and question and answering on elementary question by Imam Reza and its respond by the pupils by confirmation, correction and complement it by Imam, citation of probable questions and its responds by Imam and citation of elementary question by pupils by its respond by Imam. The result is that among said methods, question and answer is so important. Thes method which has been used by Imam Reza caused questioning spirit in the audiences and increased stimulation of learning and participation of pupils in education process by enhance thinking faculty, deepening and extension of educational angles.