خلاصة:
The main objective of this research was to investigate the effects of correctional methods on the depression of juvenile delinquents in the Ahvaz Rehabilitation Center. To this end, 156 delinquents from the center were selected using stratified random sampling, and the Delinquent Attitude Questionnaire and the Beck Depression Inventory were completed via individual interviews. The chosen research method was a survey research design. Using the Chi-square test, Phi correlation coefficient, Gramer's phi coefficient, and multivariate regression, seven hypotheses regarding correctional methods were tested. Based on the evidence obtained, except for the fifth hypothesis concerning the relationship between artistic activities and the depression of delinquents, all research hypotheses were confirmed, and it was concluded that all correctional methods used in the Ahvaz Rehabilitation Center, except for artistic activities, have a significant relationship at the P < 0.001 level with the rehabilitation and training of delinquents under 18 years of age.
ملخص الجهاز:
Whenever education refers to sciences such as ethics and politics in identifying intermediate goals, it can select specific goals from these fields and recognize the way to realize them.
However, it seems that Muslim ethical scholars, because they considered themselves obligated to pursue the goals of religion, did not limit themselves to the domain of the science of ethics and strove to show the way to realize moral values as well.
In the second depiction, without considering the influence or lack of influence of religion on the realization and nature of the knowledge of education, we utilize the findings of this science to achieve the educational and training goals of religion.
If we consider religion to be a participant in the realization of the science of education and regard the educational system as a religious system, the most extensive relationship between religion and moral education is established; because in this assumption, the goals and methods of moral education are influenced by religion.
The Influence of Education on Religiosity If we consider moral principles and rules to be in harmony with human nature and count the essence of religiosity in the increasing knowledge of God, the influence of moral education on religiosity will have special importance; someone who believes in and adheres to ethics has greater psychological readiness to accept spiritual teachings, and someone who, at a certain level of religiosity, has a stronger commitment to moral norms, is closer to piety and has made their soul more ready to receive the knowledge bestowed by God. It has been stated in narrations that whoever acts upon what they know, God will bestow new knowledges upon them will do.
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