Religious Education Curriculum Model Based on Moral Teachings of the Theory of Divine Nearness
Akhlāq-i zīstī i.e., Bioethics Journal,
Vol. 15 No. 40 (1404),
14 July 2025
,
Page 1-16
https://doi.org/10.22037/bioeth.v15i40.50124
Abstract
Background and Aim: The present study, relying on the "Theory of Divine Nearness", seeks to explain the elements of the religious education curriculum based on moral teachings.
Methods: In this qualitative research of the "observational inquiry" type, the method of collecting and analyzing documents was used. After studying the theory of divine nearness, its implications in the curriculum elements were extracted and analyzed in a guided and reflective manner.
Ethical Considerations: In conducting the research, scientific integrity and accurate citation were observed; distortion of religious concepts was avoided; transparency in the logic of inference and respect for valid readings were maintained; generalizations were made by mentioning theoretical limitations and requirements.
Results: The results showed that the goals of the religious education curriculum based on the moral teachings of the theory of divine nearness should be monotheistic, goal-oriented, and strengthen the relationship between the body and the soul in the path of evolution, focusing on self-development and individual behavior. The teaching-learning method should be interaction-oriented, with an emphasis on spiritual experientialism, reflective learning, and critical religious thinking, and the use of sacred models and the manifestation of the perfect human being. The content should be semantic, transcendental, integrated, and multi-dimensional, centered on moral behavior, personalized with the possibility of understanding and experiencing nearness, problem-oriented, and responsive to real needs. The environment should be flexible and multipurpose, inspired by local cultural and religious signs, with psychological security and unconditional acceptance, and based on self-study. Curriculum evaluation should be carried out with an emphasis on intention and motivation in assessing actions, continuous and process-oriented, with an emphasis on moral-spiritual signs, and by using moral self-evaluation and other evaluation, and by using qualitative tools such as narrative writing and reflection.
Conclusion: The theory of divine nearness provides a coherent framework for redesigning the religious education program; it is suggested that educational policymakers use this framework and conduct field research to assess its effectiveness.
- Religious education
- Curriculum
- Ethics
- Theory of divine nearness
How to Cite
References
1. Behboudi H, Moazzami M, Hashemi SM. Components of inclusive education for students with special needs in Iran. Research in Curriculum Planning. 2022; 19(1): 192-205. [Persian]
2. Mohammadi Pouya S, Qaderi S, Adib Y, Seydi Nazarloo ST. Teachers’ views on schools for students with special needs: policy suggestions. Exceptional Children. 2022; 22(2): 89-106. [Persian]
3. Mozaffari SA, Sabbaghiyan-Rad L, Hatami H. Comparative effectiveness of traditional vs. blended PE teaching on science learning and social skills in 2nd-grade boys. Roshd va Yadgiri-ye Harkati-Varzeshi (Motor Development & Learning in Sport). 2014; 6(2): 217-230. [Persian]
4. Fitrah M, Setiawan C, Marinding Y. Evaluation of digital technology management in mathematics learning: a sequential explanatory design in Eastern Indonesia. Nordic J Comp Int Educ. 2024; 8(3).
5. Rezaei MJ, Norouzi RA, Sepahi M. Functions of rational education from Ayatollah Javadi Amoli’s perspective. Research in Issues of Islamic Education. 2018; 26(2): 29-53. [Persian]
6. Nosratpanah S, Nedaei H, Amiri M. Educational principles from the Supreme Leader’s perspective in IRGC training missions. Research in Issues of Islamic Education. 2017; 25(2): 31-52. [Persian]
7. Zou’elm A, Pir K. An introduction to the philosophy of Islamic education. Qom: Research Institute of Islamic Culture and Thought; 2018. [Persian]
8. Keramati M. Foundations and principles of moral education in Islam. Tehran: Hajj and University Research Institute; 2019. [Persian]
9. Vojdani F, Heydari S. On the necessity of self-assessment in the religious education curriculum. Tarbiat-e Eslami (Islamic Education). 2021; 16(2): 57-84. [Persian]
10. Kiaei T, Mousazadeh Z. Opportunities and threats of the religious–moral domain in the Philosophy for Children program. Tarbiat-e Eslami (Islamic Education). 2018; 13(2): 97-115. [Persian]
11. Wiryadinata H. Mulajadi Nabolon: From indigenous religious practice to contemporary society in the public sphere. Int J Religion Spirituality Soc. 2024; 14(4): 73-88.
12. Isa Pour AA. A critical review of religious education in the Fundamental Transformation Document. In: Proc Int Congress of Culture and Religious Thought; 2014; Qom. [Persian]
13. Beheshti S. [Religious education: general and specific meanings]. In: Beheshti S. Philosophical reflections on education. Tehran: Zavvar Publications; 2009. [Persian]
14. Heydari N, Beheshti S, Delavar A, Imani M. A comprehensive model of children’s religious education based on Ibn Sina’s thought. Islam and Educational Research. 2021; 12(2): 23-42. [Persian]
15. Ahmadi H, Modarresi SMR. The status of knowledge in the ethical theory of divine proximity. Ethics Research. 2023; 16(2): 7-26. [Persian]
16. Tabataba’i MH. Al-Mizan: An exegesis of the Qur’an. Vols. 1–20. Qom: Islamic Publications Office; 1995. [Arabic]
17. Ibn Arabi M. Fusus al-Hikam. Cairo: Dar al-Kutub al-Islamiyya; 2004. [Arabic]
18. Motahhari M. Education and training in Islam. Tehran: Sadra Publications; 2024. [Persian]
19. Samoui MH. The place of pleasure in the ethical theory of divine proximity. Ma’refat-e Akhlaqi (Moral Knowledge). 2023; 14(2): 41-50.
20. Mousavi-Nasab SMR, Zeinali E. The place of divine proximity in moral education. Islam and Educational Research. 2014; 5(2): 57-74. [Persian]
21. Short EC. [Forms of Curriculum Inquiry]. Mehrmohammadi M, translator. Tehran: SAMT; 2008. [Persian]
22. Guba EG, Lincoln YS. Competing paradigms in qualitative research. In: Denzin NK, Lincoln YS, editors. Handbook of Qualitative Research. Thousand Oaks (CA): Sage; 1994. p. 105-117.
23. Al-Ghazali MH. Kimiya-ye Sa‘adat. Aram A, editor/translator. Tehran: Scientific & Cultural Publications; 2013. [Persian]
24. Al-Sharif al-Radi. Nahj al-Balagha. Ed. Subhi al-Salih. Beirut: Dar al-Kitab al-‘Arabi; 1967. [Arabic]
25. Dawson-Amoah M, Smith SL, O’Neal D, Clay I, Alonso-Morris EA, Kho A. Understanding the education policymaking process in the United States. Encyclopedia. 2024; 4: 46-59.
26. Wong PTP. The human quest for meaning: Theories, research, and applications. 2nd ed. New York: Routledge; 2014.
27. Parsa M. Multidimensional content in the curriculum. Andishehaye Tarbiyati (Educational Thoughts). 2020; 11(4): 121-140. [Persian]
28. Nasri H. Moral wayfaring and religious education in a comprehensive curriculum. Qom: Ta-ha Publications; 2023. [Persian]
29. Mirshafiei M, Taheri F. Personalized content and its application in religious education. Barnāmeh-ye Darsi (Curriculum). 2023; 18(1): 113-130. [Persian]
30. Shirazi MS (Mulla Sadra). Al-Hikmah al-muta‘aliyah fi al-asfar al-arba‘ah [The transcendent philosophy in the four journeys of the intellect]. Tehran: Sadra Islamic Philosophy Foundation; 2006. [Arabic]
- Abstract Viewed: 36 times
- PDF (فارسی) Downloaded: 17 times