تبیین مدیریت آموزشی اسلامی در پرتو نهجالبلاغه: ارائة الگوی پیشنهادی | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 10، دوره 18، شماره 1 - شماره پیاپی 34، 1404، صفحه 257-282 اصل مقاله (1.44 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.234762.1433 | ||
| نویسندگان | ||
| یدالله فضلی* 1؛ کمیل فضلی2 | ||
| 1مدیریت آموزشی، مدرس، گروه علوم تربیتی، مرکز آموزش عالی بنت الهدی، دانشگاه فرهنگیان، آمل، مازندران، ایران | ||
| 2معارف اسلامی و اقتصاد، دانش آموخته کارشناسی ارشد، گروه معارف اسلامی و اقتصاد ، دانشگده علوم انسانی، تهران. ایران | ||
| چکیده | ||
| هدف: پژوهش کیفی حاضر که با هدف تبیین مدیریت آموزشی اسلامی در پرتو نهجالبلاغه انجام شده، درصدد است تا مدیریت آموزشیِ مورد قبول حضرت علی (ع) را معرفی نماید چرا که رسالت مدیریت آموزشی اسلامی هدایت نظام آموزشی در مسیر تربیت انسانی متدین و مسئولیتپذیر، جمعگرا و انتخابگر، دانا و توانا و متخلق به اخلاق اسلامی است. با نظرداشت به این رسالت، مدرسه یک محیط صرفاً آموزشی نیست بلکه با استناد به سند تحول بنیادین آموزش و پرورش و دیگر منابع علمی، مدرسه یک نهاد فرهنگی ویژه بهمنظور تربیت صحیح دانشآموزان، کشف استعدادها، هدایت متوازن روحی و جسمانی و نیز رشد معنوی آنان است تا همسو با ساحتهای؛ اعتقادی، عبادی و اخلاقی، زیباشناختی و هنری، اقتصادی و حرفهای، علمی و فناورانه تعلیم و تربیت؛ اصول اخلاقی و ارزشی، حفظ کرامت و حقوق انسانها،... روحیه تعاون و سازگاری اجتماعی را در فراگیران نهادینه کند. مواد و روشها: این پژوهش کیفی با استفاده از روش تحلیل مضمون انجام شده است. جامعة پژوهش، 91 کتاب نهجالبلاغه «به زبان فارسی 55 ترجمه، انگلیسی 13 ترجمه، و دیگر 23 ترجمه» و نمونه آن، با توجه به نظر پاتون مبنی بر قاعدهمند نبودن تعیین نمونه در پژوهش کیفی، ترجمة دشتی بوده که از طریق نمونهگیری هدفمند تا مرز اشباع نظری انتخاب گردید. ابزار جمعآوری دادهها؛ خطبهها، نامهها، حکمتها، و غرائبالکلام نهجالبلاغه است. تحلیل دادهها با دو روش «قالب مضامین» و «شبکة مضامین» بهصورت دستی و با نرمافزار Nvivo10 انجام گردید. برای رواییسنجی با بهرهگیری از روایی محتوایی، از حافظان و اساتید نهجالبلاغه برای تأیید و صحت کلیت و اجزای متن نهجالبلاغه نظرخواهی شد. تعیین پایایی با سنجش صحت مطالب و مفاهیم کلی نهجالبلاغة از طریق صحت فرایند پژوهش، قابل فهم بودن مطالب برای اساتید حوزه و دانشگاه و درک مفاهیم آن توسط مدرسین نهجالبلاغه صورت گرفته است. بحث و نتیجهگیری: یافتههای این پژوهش کیفی در 4 بُعد، 8 مؤلفه و 376 نشانگر مربوط به سؤال اول پژوهش شناسایی شدهاند، این ابعاد عبارتاند از 1) آموزش و توسعة جهانی با دو مؤلفة علمآموزی و عقلگرایی که فرصت یادگیری را به یادگیرندگان برای ساختن دانش و کسب توانایی تفکر آنان فراهم میکند 2) پرورش و بالندگی با دو مؤلفة هدایتگری و توانمندسازی که به هدایتِ رشد همهجانبة شخصیتِ پرورشیافتگان و شکوفا کردن تواناییهای بالقوه آنان میپردازد 3) پژوهش و تحول با دو مؤلفة ژرفاندیشی و عبرتپژوهی که فرایند رسیدن به راهحل قابل اطمینان از طریق گردآوری، تحلیل و تفسیر دادهها است 4) سازمان و مدیریت با دو مؤلفة بنیادگرایی و کارکردمحوری که به مبانی و کارکرد مدیریت دورههای کلاسیک، نئوکلاسیک، و اسلامی میپردازد. با بهرهگیری از خطبهها، نامهها، حکمتها و غرائبالکلامِ نهجالبلاغه دشتی جدول (1) برای تبیین مدیریت آموزشی اسلامی تنظیم گردید. برای پاسخ به سؤال دوم پژوهش، مدل مدیریت آموزشی اسلامی در پرتو نهجالبلاغه طراحی شد که براساس یافتههای سؤال اول در 4 بُعد و 8 مؤلفة دستهبندی شده و بهصورت الگوی مفهومی پیشنهادی در شکل (1) ارائه گردیده است. نتایج نهایی حاصل از یافتههای پژوهش که پس از شناسایی و تحلیل 2730 کد اولیه، به 11 مضمون فراگیر، 20 مضمون سازماندهنده و 74 مضمون پایه همراه با 623 نشانگر تبدیل گردیده و در جدول (3) نمایان گردید، با بهرهگیری از شبکة مضامین در شکل (3) به تصویر کشیده شده تا روابط میان سطوح سهگانة مضامین بالا را بهتر نشان دهد. با جمعبندی پایانی پژوهش این نتیجه حاصل شد که «مدیریت آموزشی اسلامی، فرایندی است فرهنگی-اجتماعی بهمنظور بهینهسازی منابع انسانی، مادی، مالی و رسانهای جهت اعتلاء و رشد همهجانبة جسمانی، عقلانی، عاطفی، اجتماعی، اخلاقی، ایمانی و هنریِ جامعة آموزشی و تحقق حیات طیبة فردی و عمومی براساس آموزهها، زیرساختها و ارزشهای اسلامی در مسیر تقرب به درگاه حق تعالی». در آخر پیشنهادهایی در دو بخش (پژوهشی و عملیاتی) ارائه شد، در بخش پژوهشی میتوان به مطالعه تطبیقی مدیریت آموزشی اسلامی مبتنی بر نهجالبلاغه با مکاتب مدیریت نوین اشاره نمود و در بخش عملیاتی میتوان به قراردادن موضوعات مرتبط با مدیریت آموزشی اسلامی با رویکرد علوی در اولویتهای پژوهش دو نهاد آموزش عالی و عمومی، طراحی و تدوین رشتة مدیریت آموزشی اسلامی علویمحور، تعبیه دورة بازآموزی مدیریت آموزشی اسلامی در پرتو نهجالبلاغه برای مدیران مدارس و برگزاری گردهمایی تخصصی مدیریت آموزشی اسلامیِ علوی اشاره کرد. | ||
| کلیدواژهها | ||
| مدیریت آموزشی؛ مدیریت آموزشی اسلامی؛ مدیریت اسلامی؛ نهجالبلاغه | ||
| عنوان مقاله [English] | ||
| Explanation of Islamic Educational Management in the light of Nahj al-Balagha: Presenting A Proposed Model | ||
| نویسندگان [English] | ||
| Yadolah Fazli1؛ Komail Fazli2 | ||
| 1Educational Management, Lecturer, Department of Educational Sciences, Bint Al-Hadi Higher Education Center, Farhangian University, Amol, Mazandaran, Iran | ||
| 2Islamic Studies and Economics, Master's degree student, Department of Islamic Studies and Economics, Faculty of Humanities, Tehran. Iran | ||
| چکیده [English] | ||
| 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. | ||
| کلیدواژهها [English] | ||
| Educational Management, Islamic Educational Management, Islamic Management, Nahj al-Balagha | ||
| مراجع | ||
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