واكاوي آموزه‌هاي اخلاقي و تربيتي در سيره امام علي(عليه‌السلام) به منظور ارائه الگوي اخلاق مربي

Exploring the ethical an‎d educational teachings in the manner of Imam Ali to provide a model for mentorship ethics

علوم تربيتي

This research aimed to analyze the ethical an‎d educational teachings in the conduct of Imam Ali (AS) in order to provide a comprehensive model for educator ethics. In terms of purpose, the study is applied, an‎d in terms of approach, it is qualitative, conducted using the content analysis method. Data were collected through studying an‎d analyzing the content of reliable historical an‎d narrative texts related to the words an‎d behaviors of Imam Ali (AS) in educational situations, including Nahj al-Balagha, Al-Gharat, an‎d Al-Irshad. The data analysis process was carried out in three stages: open, axial, an‎d selec‎tive coding. The findings revealed that educator ethics in the educational conduct of Imam Ali (AS), within nurturing an‎d instructional situations, encompasses multiple dimensions an‎d components. In response to the first research question, 8 core categories an‎d 59 sub-categories were identified in the realm of nurturing situations. These include the ethical an‎d personal characteristics of the educator, values emphasized in education, educational principles an‎d methods, the psychological-emotional relationship between educator an‎d learner, dealing with learnersʹ mistakes, educational resources, confronting enemies, an‎d the manner of interaction with society. In response to the second research question, 8 core categories an‎d 57 sub-categories were extracted in the domain of instructional situations, pertaining to the educatorʹs perspective on teaching, educational content, teaching strategies, educational models an‎d resources, self-cultivation of the educator, enjoining good an‎d forbidding evil (al-amr bil-maʿruf wa al-nahy ʿan al-munkar), an‎d the manner of interacting with people. Furthermore, in response to the third research question, obstacles an‎d pitfalls of educator ethics were identified within three core categories: undesirable ethical characteristics of the educator, antisocial behaviors, an‎d non-adherence to divine comman‎ds. Finally, integrating the findings led to the presentation of a comprehensive model for educator ethics based on the educational conduct of Imam Ali (AS). The results of this research can serve as a native an‎d Islamic framework for enhancing the professional ethics of educators in contemporary educational systems.

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