Explanation of Islamic Educational Management in the light of Nahj al-Balagha: Presenting A Proposed Model

Document Type : Scientific - Research

Authors

1 Educational Management, Lecturer, Department of Educational Sciences, Bint Al-Hadi Higher Education Center, Farhangian University, Amol, Mazandaran, Iran

2 Islamic Studies and Economics, Master's degree student, Department of Islamic Studies and Economics, Faculty of Humanities, Tehran. Iran

Abstract

Objective: The present qualitative research, which aims to explain Islamic educational management in the light of Nahj al-Balagha, aims to introduce the educational management accepted by Imam Ali because the mission of Islamic educational management is to guide the educational system in the path of educating a pious and responsible human being, collectivist and selective, knowledgeable and capable, and endowed with Islamic ethics. Given this mission, the school is not a mere educational environment but, Document based on the Fundamental Transformation of Education and other scientific sources, the school is a special cultural institution to properly educate students, discover talents, providing balanced spiritual and physical guidance, and also their spiritual growth, in line with the areas of belief, worship, and morality, aesthetics, and art, economics, and profession, scientific, and technological education, ethical principles and values, preserving human dignity and rights, etc., to instill in the learners a spirit of cooperation and social harmony.
Materials and Methods: This qualitative research was done by using the theme analysis method. The research community, 91 books of Nahj al-Balagha "55 translations into Persian, 13 translations into English, and 23 other translations" and its sample, According to Patton's opinion based on the lack of regularity of determining the sample in qualitative researc, was Dashti's translation, which was selected through purposive sampling up to the theoretical saturation boundary. Data collection tools were Sermons, letters, aphorisms, and the strangeness of the word. Data analysis was done by using two methods: thematic template and thematic network, manually and with NVivo 10 software. Validation was achieved through using content Nahj al-Balagha memorizers, and the professors were consulted to confirm and correct the whole and parts of the text of Nahj al-Balagha Dashti. Reliability was determined by measuring the accuracy of the content and general concepts of Nahj al-Balagha Dashti through the accuracy of the research process, the comprehensibility of the content for professors of the Hawza and university, and the understanding of its concepts by teachers of Nahj al-Balagha.
Discussion and Conclusions: The findings of this qualitative research have been identified in 4 dimensions, 8 components, and 376 indicators related to the first research question. The dimensions are: 1-Global instruction and development with two components of learning science and rationalism, which provide learning opportunities to learners to build knowledge and develop their thinking ability. 2-Education and growth with two components of guidance and empowerment, which deal with guiding the all-round development of the personality of the students and blossoming their potential abilities. 3-Research and transformation with two components: deep thinking and lesson study, which is the process of reaching a reliable solution through data collection, analysis, and interpretation. 4-organization and management with two components of fundamentalism and Axial function, which deals with the basics and functions of classical, neoclassical, and Islamic management.
Using sermons, letters, wisdoms, and strange words of Nahjul-Balaghah Dashti (Table 1) was prepared to explain Islamic educational management. To answer the second research question, an Islamic educational management model was designed in the light of Nahjul-Balaghah, which was categorized into 4 dimensions and 8 components based on the findings of the first question and presented as a suggested conceptual model in Figure 1. The final results of the research findings, after identifying and analyzing 2730 initial codes, were transformed into 11 overarching themes, 20 organizing themes, and 74 basic themes along with 623 markers, and are shown in Table (3), using the theme network depicted in Figure (3) to better illustrate the relationships between the three levels of the above themes. With the final summary of the research, the conclusion was reached that "Islamic educational management is a cultural-social process to optimize human, material, financial and media resources for the all-round development of the physical, intellectual, emotional, social, moral, faith and art of the educational community and the realization of a pure individual and public life based on Islamic teachings, infrastructure and values in the way of approaching the door of truth Excellent. Finally, suggestions were presented in two parts (research and operational). In the research part, we can mention the study of Islamic educational management with a Quranic and prophetic approach, as well as a comparative study of the differences and similarities of Islamic educational management with modern management schools and In the operational part, we can mention placing subject related to Islamic educational management with an Alevi approach in the research priorities of both higher and public education institutions, designing and compiling an Alevi-centered Islamic educational management field, implementing a retraining course in Islamic educational management in the light of Nahjul-Balagha for school administrators, and holding a specialized conference on Alevi Islamic educational management.

Keywords

References

 
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