طراحی چارچوب آموزش مبتنی بر معنویت برای دانشجویان
محورهای موضوعی : علوم تربیتی
مهدی کلانتری
1
*
,
خدبجه حسینی
2
,
عليرضا صادقي
3
1 - استادیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران
2 - دانشجو
3 - گروه مطالعات برنامه درسي دانشگاه علامه طباطبايي تهران -ايران
کلید واژه: معنویت, آموزش معنویت, دانشجو, تحلیل کیفی,
چکیده مقاله :
نظامهای آموزشی دانشگاهها برای بسیاری از دانشجویان تجربهای پایدار از معنویت فراهم نمیکنند. در حالی که معنویت به عنوان بخشی از بُعد دینی، برای نسل جوان بسیار حیاتی تلقی میشود. در نتیجه، اساتید و دانشگاهها آغاز به بازنگری در این فرضیه کردند که آیا این باور صحیح است یا خیر. این مطالعه بر آن بود تا بررسی کند که اساتید و دانشگاهها تا چه اندازه از طریق آموزش اسلامی به پرورش معنویت پرداختهاند.. هدف پژوهش حاضر، طراحی چارچوبی برای آموزش مبتنی بر معنویت بود که به شیوه کیفی انجام شد شواهد نشان می دهد این رویکرد در سطوح آموزش عالی کمتر مورد توجه قرار گرفته است. این مسئله، دانشگاهها را بر آن داشته تا تمرکز بیشتری بر توسعه ابعاد معنوی دانشجویان و نقشهای فردی و اجتماعی آنان داشته باشند. توسعه این چارچوب بر پایه مصاحبههایی با اساتید آموزش معنویت درباره الگوهای یاددهی-یادگیری در دانشگاههای الزهرا و امام صادق (ع) انجام گرفته است. همچنین، مشاهداتی از فعالیتهای یادگیری اصلی و پشتیبان نیز در این فرایند لحاظ شده است. دادهها از طریق رویکرد کیفی جمعآوری شدهاند تا امکان گردآوری اطلاعات توصیفی غنی بهمنظور طراحی چارچوب فراهم شود. یافتههای پژوهش مبتنی بر چارچوب طراحی و در پایان، پیشنهادهایی جهت ارتقای آموزش دینی کلنگر برای دانشجویان ارائه گردیده است.
University education systems often fail to provide a sustained experience of spirituality for many students, even though spirituality, as part of the religious dimension, is considered crucial for the younger generation. Consequently, instructors and universities have begun to re-examine the assumption that this belief is correct. This study sought to investigate the extent to which instructors and universities have fostered spirituality through Islamic education. The objective of the present research was to design a framework for spirituality-based education, conducted using a qualitative approach. Evidence indicates that this approach has received less attention in higher education levels. This has prompted universities to focus more on developing students' spiritual dimensions and their individual and social roles. The development of this framework was based on interviews with professors teaching spirituality about teaching-learning models at Alzahra University and Imam Sadiq University. Additionally, observations of core and supportive learning activities were incorporated into this process. Data were collected through a qualitative approach to enable the gathering of rich descriptive information for the purpose of designing the framework. The research findings are based on the designed framework, and finally, suggestions are provided to enhance holistic religious education for students.
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