| چکیده انگلیسی مقاله |
Introduction and Objectives: The supplications narrated from the Prophet and his esteemed family not only teach the etiquette of communicating with Allah and expressing devotion and servitude to Him, but also, due to their attention to the educational and psychological dimensions of human existence and needs before the Lord of the Worlds, serve as a means for human education in various material and spiritual realms. This research aims to explain the educational and psychological dimensions of the supplication “O Allah, grant us the success of obedience,” attributed to Imam Mahdi.
Method: The method used in this study was qualitative content analysis. Qualitative content analysis goes beyond the mere words or the objective content of texts and examines the themes or patterns that are either manifest or latent as explicit content. The research community consisted of the entire text of the supplication of Imam Mahdi (“O Allah, grant us the success of obedience”) and its commentary in the book “Imam Mahdi, the Promised Entity” (Jawadi Amoli, 2009). To answer the r esearch question, all sections of the supplication (28 sections) were analytically studied, and phrases related to the topic were extracted. The extracted phrases were then coded and categorized, and their content was organized under the title of the domains of educational objectives. Subsequently, through the synthesis and summarization of the mentioned components, 10 main components regarding the educational dimensions and 9 components concerning the psychological dimensions of the supplication were derived.
Findings: Based on the qualitative content analysis of the text of the supplication mentioned above and its commentary in the book “Imam Mahdi, the Promised Entity,” four main areas of educational objectives and three psychological dimensions of the supplication were identified. The categorization of concepts into four main areas yielded 10 educational dimensions and 43 educational concepts (objectives), which are as follows:
The Area of Connection with Allah:
* Theological Dimension: 6 concepts;
* Worship Dimension: 5 concepts.
The Area of Connection with Self:
* Ethical Dimension: 4 concepts;
* Scientific Dimension: 4 concepts;
* Economic Dimension: 2 concepts.
The Area of Connection with Others:
* Social Dimension: 11 concepts;
* Cultural-Scientific Dimension: 4 concepts;
* Economic Dimension: 4 concepts;
* Political Dimension: 3 concepts.
The Area of Connection with Creation:
* Cognitive Dimension: 2 concepts related to understanding and proper utilization of nature.
Considering the concepts presented in the supplication, it can be stated that the primary objective of religious texts, including the supplications left by the significant figures of religion, is to guide individuals towards behaviors that, in addition to reflecting their intrinsic value in the soul and psyche of human beings, realize themselves in accordance with individual and social interests, while conforming to the realities of social life and fostering inner and spiritual satisfaction. Therefore, the educational objectives of the mentioned supplication can be examined in three areas: theism (connection with Allah), self-awareness (connection with self), and ontology (connection with others and creation).
The psychological dimensions of the supplication of Imam Mahdi were identified and extracted in three aspects:
Cognitive Aspect:
3 main concepts:
* Enhancing the level of divine knowledge (theism)
* Enhancing individual knowledge and awareness (self-awareness and self-knowledge),
* Enhancing social knowledge and awareness.
Emotional Aspect:
3 main concepts:
1. Promoting a positive attitude towards God,
2. Promoting a positive attitude towards oneself,
3. Promoting a positive attitude towards society.
Behavioral Aspect:
3 main concepts:
* Acting according to religious values and principles,
* Developing ethical behavior,
* Enhancing social skills.
Thus, education based on Islam can be conceptualized as a triangle, with its sides representing behavior, cognitive processes (knowledge and awareness), and motivations and inclinations. There exists a type of harmony between the growth of cognitive, emotional, and behavioral dimensions, and the transformation of each can lead to the transformation of the others. In other words, the educational program of Imam Mahdi focuses on all cognitive, emotional, and behavioral dimensions.
Discussion and Conclusion: In response to the first research question, which sought to analyze the educational dimensions of the supplication of Imam Mahdi, four main concepts were identified as the domains of the educational objectives of the supplication: connection with Allah, connection with self, connection with others, and connection with creation. Each of these concepts reflects the programs of the Mahdavi government and the duties of true believers during the era of waiting and the reappearance of the Imam. The ultimate levels of the mentioned virtues will be realized through the management of that Imam and in his divine governance. Therefore, the authorities of the educational system should pay attention to these aspects. It is noteworthy that the gathering of all these attributes in a single individual is difficult, if not impossible. Hence, the Imam delineates the responsibilities of each believer according to their circumstances and situations within the supplication, encouraging them to strive to embody these virtues and align themselves with the realization and formation of the ideal community of the end times.
The educational objectives in the supplications of the infallible Imams, including Imam Mahdi, emphasize the practicality of believers. This indicates that in acquiring virtues and attaining proximity to Allah within the framework of establishing a religious community, stagnation and inertia are unacceptable. Believers must always be in motion and strive to achieve higher levels of these virtues.
In response to the second question concerning the psychological dimensions of the supplication of Imam Mahdi, the analysis was framed within three dimensions: cognitive, emotional, and behavioral, revealing nine main concepts: enhancement of divine knowledge (theism), enhancement of individual knowledge and awareness (self-awareness and self-knowledge), enhancement of social knowledge, promotion of a positive attitude towards Allah, promotion of a positive attitude towards oneself, promotion of a positive attitude towards society, adherence to religious values and principles, development of ethical behavior, and enhancement of social skills. The results indicated that the Imam paid attention to all three existential dimensions of human beings in the mentioned supplication. Therefore, when designing and formulating educational objectives within the educational system, attention must be paid to these three dimensions, and efforts should be made to nurture all three areas in the learners.
Another point to consider in this context is that the cognitive, emotional, and behavioral domains are interconnected and interact with one another; they cannot be separated. When an individual develops a cognitive understanding of a subject, it may simultaneously engender a positive or negative inclination toward it. Likewise, if a person develops a tendency toward a topic, it may foster an interest in understanding that topic, which in turn leads to subsequent behavior. Conversely, any behavior exhibited by a person can also generate new understanding and emotional inclinations within them. |