آسیبشناسی تدریس با رویکرد الهی و فرهنگی در دروس روانشناسی
محورهای موضوعی : تعلیم و تربیت
1 - گروه روانشناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
کلید واژه: تدریس روانشناسی, رویکرد الهی- فرهنگی, تحلیل مضمون, آسیبشناسی آموزشی,
چکیده مقاله :
مقدمه و هدف: در سالهای اخیر، تلاش برای بومیسازی علوم انسانی و تلفیق دانش روانشناسی با آموزههای دینی و فرهنگی در نظام آموزش عالی ایران افزایش یافته است. با این حال، تدریس روانشناسی با رویکرد الهی و فرهنگی با موانع مفهومی، آموزشی و نهادی متعددی مواجه است که میتواند اثربخشی آموزش را کاهش دهد. نظام آموزشی روانشناسی در ایران، با وجود زمینه فرهنگی و دینی غنی، همچنان عمدتاً متکی بر نظریهها، مفاهیم و منابع ترجمهشده از بافتهای سکولار غربی است. این ناهمخوانی منجر به شکاف معنایی، معرفتی و هویتی در فرآیند تدریس و یادگیری روانشناسی شده است. پژوهش حاضر با هدف آسیبشناسی تدریس دروس روانشناسی با رویکرد الهی و فرهنگی انجام شد.
روش شناسی پژوهش: روش پژوهش کیفی و مبتنی بر تحلیل مضمون بود. نمونه پژوهش شامل14 نفر از اساتید و دانشجویان رشته روانشناسی با تجربه تدریس یا تحصیل با رویکرد الهی بود که با روش نمونهگیری هدفمند و گلولهبرفی انتخاب شدند. دادهها از طریق مصاحبههای نیمهساختاریافته گردآوری و با استفاده از تحلیل مضمون کدگذاری شد.
یافته ها: تحلیل دادهها منجر به استخراج ۸ مضمون اصلی، ۱۶ مضمون فرعی و ۳۲ کد مفهومی شد. مضامین اصلی عبارت بودند از: ۱) تعارض محتوای روانشناسی با مبانی دینی، ۲) تعارض نقش مدرس با ساختار سکولار دانشگاه، ۳) فقدان چارچوب نظری بومی و تلفیقی، ۴) چالشهای منابع درسی، ۵) سردرگمی شناختی دانشجویان، ۶) مقاومت نهادی در برابر تحول الهی، ۷) تجربههای موفق در تدریس تلفیقی، و ۸) راهکارهای ارتقاء. شرکتکنندگان ضمن اشاره به موانع ساختاری، نظری و فرهنگی، بر ضرورت تحول در برنامهریزی درسی، بازنگری در منابع آموزشی و تبیین مبانی معرفتشناختی دینی در روانشناسی تأکید داشتند.
بحث و نتیجه گیری: یافتهها نشان دادکه بدون ارائه چارچوب نظری منسجم، حمایت نهادی و تربیت اساتید آگاه به مبانی دینی و علمی، تدریس روانشناسی با رویکرد الهی با چالشهای پایدار مواجه خواهد بود.
Introduction: In recent years, there has been a growing effort to indigenize the humanities and integrate psychological knowledge with religious and cultural teachings within Iran’s higher education system. However, teaching psychology from a theological–cultural perspective faces multiple conceptual, pedagogical, and institutional barriers that may hinder educational effectiveness. Despite the country’s rich cultural and religious context, psychology education in Iran remains largely grounded in Western secular theories and translated resources. This misalignment has led to semantic, epistemological, and identity gaps in the teaching and learning processes of psychology.
Research Methodology: This study aimed to identify the challenges of teaching psychology courses from a theological–cultural perspective using a qualitative thematic analysis approach. The research population consisted of 14 psychology faculty members and students with teaching or learning experience in theological-oriented courses, selected through purposive and snowball sampling. Data were collected via semi-structured interviews and coded thematically.
Findings: Analysis yielded eight main themes, 16 sub-themes, and 32 conceptual codes. The main themes included:(1) Conflict between psychological content and religious foundations;(2) Role conflict of instructors within the secular university structure;(3) Lack of an indigenous and integrative theoretical framework;(4) Challenges related to teaching materials;(5) Students’ cognitive confusion;(6) Institutional resistance to theological transformation;(7) Successful experiences in integrative teaching;(8) Strategies for improvement.Participants highlighted structural, theoretical, and cultural obstacles while emphasizing the need for curriculum reform, revision of teaching resources, and clarification of epistemological religious foundations in psychology education.
Conclusion: The results of designing and implementing the educational justice model in this province show that achieving educational justice requires a systemic, data-driven approach based on stakeholder participation at all levels of the education system.
.
References
Abd Basit, Sanusi, A.., & Saumantri, T. . (2025). Rationality in Religious Epistemology: An Analysis of Abdul-Karim Soroush’s View on the Reformation of Contemporary Religious Thoughts. Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies, 21(1). https://doi.org/10.18196/afkaruna.v21i1.26724.
Abdollahpour, F., & Ahmadi, M. (2021). Content analysis of the 11th-grade psychology textbook based on the elements of the national curriculum. Journal of Education and Human Development, 10(2), 123–140. Retrieved from https://civilica.com/doc/1404334. [In Persian] Abu Zayd al-Balkhi. London: International Institute of Islamic Thought.
Ahmadi, M. R. (2023). Methodological foundations of Islamic psychology with an emphasis on Allameh Mesbah Yazdi’s perspectives. Psychology and Religion, 16(1), 27–44. [In Persian].
Alipour, A. (2006). Teaching undergraduate psychology in the Islamic Republic of Iran. International Journal of Psychology, 41(5), 358-366. https://doi.org/10.1080/00207590444000447.
Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
Aycan, S. (2024). Construction of an Islamically-Integrated Psychological Well-Being Model. Journal of Muslim Mental Health, 18(1).
Azizi-Abarghouei, M. (2020). Extracting Qur’anic anthropological foundations and examining their role in Islamic psychology. In Proceedings of the First Conference on Qur’an and Psychology, Tehran, Iran. [In Persian]
Bahrami, D. (2023). Islamic psychology from Dr. Bahrami’s perspective. Retrieved from rabinia.com.[In Persian]
Brifkani, I. (2023). Islamic Pedagogy for Guidance and Transformation: Toward an Islamic Experiential Learning Model. Journal of Education in Muslim Societies, 5(1), 106–112. Retrieved from https://scholarworks.iu.edu/iupjournals/index.php/jems/article/view/6450.
Callaway, K., & Strawn, B. (2019). Experimental Theology: Theological Anthropology and the Psychological Sciences. Journal of Psychology and Theology, 48(1), 3-17. https://doi.org/10.1177/0091647119854117 (Original work published 2020).
Christopher, J. C. (1999). Situating psychological well-being: Exploring the cultural roots of its theory and research. Journal of Counseling & Development, 77(2), 141–152. https://doi.org/10.1002/j.1556-6676.1999.tb02434.x.
Cushman, P. (1990). Why the self is empty: Toward a historically situated psychology. American Psychologist, 45(5), 599–611. https://doi.org/10.1037/0003-066X.45.5.599.
Duran, E. (2006). Healing the soul wound: Counseling with American Indians and other native peoples. Teachers College Press.
Elkhadem, H. (Trans.). (2003). Sustenance of the Soul: The Cognitive Behavior Therapy of a Ninth Century Physician.
Esfandiari, N., & Noorabadi, R. (2024). Explanation and analysis of approaches to indigenizing the university humanities curriculum with an Iranian-Islamic educational perspective. In Proceedings of the Fourth International Congress on Islamic Humanities (Vol. 1, pp. 69–90). [In Persian]
Fadakar Davarani, F., Barjalee, A., Esmaeili, M., & Bagheri Noeparast, Kh. (2020). An examination and evaluation of the nature (essence) of Islamic psychology in studies attributed to Islamic psychology. Counseling Culture and Psychotherapy, 11(41), 1–26. https://doi.org/10.22054/qccpc.2020.39563.2067 [In Persian].
Ghanchi, M., Hosseini, S. M., & Hejazi, Y. (2012). Factor analysis of managerial components affecting the quality of higher education from the viewpoint of faculty members of the agricultural campuses of the University of Tehran. Journal of Agricultural Extension and Education Research, 5(2), 1. [In Persian]
Ghobari Bonab, B. (2010). Essential necessities and fundamental challenges in the indigenization of psychology in the Islamic Republic of Iran. Psychology Review. https://ensani.ir/fa/article/319072. [In Persian]
Guest, G., Bunce, A., & Johnson, L. (2006). How Many Interviews Are Enough? An Experiment with Data Saturation and Variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903 (Original work published 2006).
Haque, A. (2004). Psychology from Islamic Perspective: Contributions of Early Muslim Scholars and Challenges to Contemporary Muslim Psychologists. Journal of Religion and Health 43, 357–377.
Haque, A. (2016). Integrating Islamic traditions in modern psychology research. Journal of Muslim Mental Health, 10(1), 1-18. https://doi.org/10.3998/jmmh.10381607.0010.107.
HARUN, M. F., & Mohd. Taib, M. (2025). ‘Putting An Islamic Scholar’s Hat on Psychologist’: A Framework for Integrating Islamic Concepts into Psychological Research. Asian Journal of Islamic Psychology, 2(1), 1–17. https://doi.org/10.23917/ajip.v2i1.7812.
Hawzeh, News. (2021). Islamic psychology knowledge should be developed; psychologists must correctly understand the concept and scope of religion. Retrieved from hawzahnews.com.[In Persian]
Horzadeh, M. M., Fallah-Yekhdani, M. H., Farhodi, F., Chabaki-Nejad, Z., Dehghan, F., & Hasani, M. (2021). The divine–cultural orientation in teaching undergraduate psychology. Daftar Nashr-e Maʿaref. [In Persian]
Hosseini-Semnani, S., Janbazrgi, M., Ansari, H., & Shatrian-Mohammadi, F. (2024). Developing a therapeutic protocol for narcissistic personality disorder based on multidimensional spiritual therapy and Islamic resources. Islam and Psychology Studies, 18(34), 187–216. https://doi.org/10.30471/psy.2024.9687.2181. [In Persian]
Jensen L. A. (2021). The Cultural Psychology of Religiosity, Spirituality, and Secularism in Adolescence. Adolescent research review, 6(3), 277–288. https://doi.org/10.1007/s40894-020-00143-0.
Khan, Z., et al. (2025). Integrating Islamic Concepts with Acceptance and Commitment Therapy (ACT): A Framework for Muslim Mental Health. Journal of Religion and Health, 64(2), 345–361.
khosravi, A., Salehi, A., Mahmoudnia, A., & Imani Naeini, M. (2020). Localization of educational sciences in Iran: Necessities and challenges. Cognitive Studies in the Islamic University, 24(2), 289–308. [In Persian]
Koenig, H. G. (2012). Religion, spirituality, and health: The research and clinical implications. ISRN Psychiatry, 2012, Article ID 278730. https://doi.org/10.5402/2012/278730.
Lincoln, Y. S. & GUBA, E. G. (1985). Naturalistic inquiry. London: Sage.
Mansouri Jamshidi, A. (2023). A comparative study of the psychological foundations of formal and general education from an existential perspective. Puyesh in Humanities Education, (31), Summer 2023. [In Persian]
Mehri, A. (2023). A pathological inquiry into teaching methods of religious courses from the perspective of educational psychology. Research in Teaching Islamic Knowledge and Education, 4(4), 87–108. [In Persian]
Mignone, J., Hart, M. A., & Sinclair, R. (2023). Decolonising the psychology curriculum: A perspective. Frontiers in Psychology, 14, Article 1193241. https://doi.org/10.3389/fpsyg.2023.1193241.
Motahari, M. R. (2010). Principles and foundations of guidance and counseling from the perspective of Islam. Ma‘refat Journal, Issue 57. Retrieved from https://hawzah.net/fa/Article/View/87931.[In Persian]
Nasr, S. H. (2004). Knowledge and civilization in Islam (A. Aram, Trans.). Tehran: Scientific and Cultural Publications Company. [In Persian]
Nelson, J., & Yang, Y. (2022). The role of teachers’ religious beliefs in their classroom practice a personal or public concern? Journal of Beliefs & Values, 44(3), 316–333. https://doi.org/10.1080/13617672.2022.2125672.
Nili Ahmadabadi, M. R. (2013). The position of Islamic education in the humanities. Critical Research on Humanities Texts and Curricula, 13(27), 171–186. [In Persian]
Paloutzian, R. F., & Park, C. L. (Eds.). (2013). Handbook of the Psychology of Religion and Spirituality (2nd ed.). New York: Guilford Press.
Rahimi Saleh, M. (2008). A content analysis of theses from the Faculty of Psychology and Education at the University of Tehran from inception to 2007. Scientific-Research Quarterly of Education, 19(3), 57–73. Retrieved from https://www.sid.ir/paper/55692[In Persian]
Reswell, J.W. and Poth, C.N. (2018) Qualitative Inquiry and Research Design Choosing among Five Approaches. 4th Edition, SAGE Publications, Inc., Thousand Oaks.
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press.
Rothman, A., Betül Yücesoy, Z. & Yalçın, E., (2024) “Early Muslim Scholars’ Conceptions of Character Development and Contemporary Applications in Mental Health and Well-being”, Journal of Muslim Mental Health 18(1): 4. doi: https://doi.org/10.3998/jmmh.6027.
Salehi, A., & Rostami-Masni, K. (2013). Pathology of teaching methods in Islamic education: A qualitative study from the perspective of educational science professors and master’s students in Tehran universities. Pazhouheshnameh-ye Tarbiyat-e Tablighi, 1(2), 61–82. https://ensani.ir/fa/article/334083. [In Persian]
Samadi, H. (2022). Islamic psychology: A philosophical and critical analysis. Research in Science and Religion, 13(2), 139–168. https://www.sid.ir/paper/1162002/fa. [In Persian]
Shakiba, A., Jazayeri, R. S., & Azarbayejani, M. (2012). Exploring the barriers to psychology and counseling students’ inclination toward the Islamic approach: A qualitative study. Psychology and Religion Quarterly, 5(2), 35–54. Retrieved from https://www.magiran.com/p1052320 .[In Persian]
Shweder, R. A. (1990). Ethical relativism: Is there a defensible version? Ethos, 18(2), 205–221. https://doi.org/10.1525/eth.1990.18.2.02a00050.
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). Zed Books.
Sotillos, S. B. (2021). On the science of the soul: A conversation with Seyyed Hossein Nasr. Journal of Transpersonal Psychology, 53(2), 191–209. https://www.atpweb.org/journal.aspx.
Supreme Council of the Cultural Revolution. (2019). The Comprehensive Scientific Map of Iran and the Fundamental Transformation Document of Education. Tehran: Supreme Council of the Cultural Revolution. [In Persian]
Thangeda, A., Baratiseng, B., Mompati. T.A. (2017), Education for Sustainability: Quality Education Is A Necessity in Modern Day. How Far do theEducational Institutions Facilitate Quality Education? Journal of Education and Practice, 7(2), 19−17.
Walter, M., & Andersen, C. (2013). Indigenous statistics: A quantitative research methodology. Routledge.