چکیده:
the aim of the present study was to phenomenologically investigate how spiritual citizenship affects the use of cyberspace. this qualitative study was conducted using the phenomenological method. the purposive sampling method was criterion-based. the data collection tool was semi-structured interviews. data were collected by interviewing 17 high school teachers in tehran. the data analysis method was conducted using content analysis. to ensure the validity of the research, lincoln and guba criteria were used. the analysis of the interviews indicated 1 overarching theme, 3 first-level organizing themes, 11 second-level organizing themes, and 23 basic themes. and using maxmodule 16 software, the analysis was carried out. the results of the research indicated that the reaction of the spiritual citizen in using cyberspace included issues such as resolving conflicts between modernity and religion, maintaining religious identity in the turbulent cyberspace, avoiding sin in cyberspace, promoting good ethics in cyberspace, not being vulnerable to negative cybermoral issues, institutionalizing positive thoughts against the negative dimension of cyberspace, raising awareness and raising awareness in cyberspace, healthy mental nutrition in cyberspace, healthy mental diet in cyberspace, paying attention to deep learning in cyberspace, exploring knowledge and distinguishing between false and real knowledge, observing user ethics in cyberspace, critical thinking in cyberspace, self-awareness and self-belief in cyberspace, awareness of values and anti-values in cyberspace, using the positive points of cyberspace and rejecting its negative points, creating spiritual games in cyberspace, learning media literacy, building culture in cyberspace, self-control in cyberspace, creating filters in cyberspace, observing moderation in using cyberspace, and the foundation of a solid mindset in cyberspace and self-care and other-care becomes rational.
خلاصه ماشینی:
The results of the research indicated that the reaction of a spiritual citizen in using virtual spaces includes cases such as resolving conflicts between modernity and religion, maintaining religious identity, avoiding sin, promoting good ethics, non-vulnerability to negative virtual moral issues, institutionalizing positive thoughts against the negative dimension, awareness-raising and educating, healthy mental nutrition, healthy mental diet, attention to deep learning, inquiry into knowledge and distinguishing between false and real knowledge, observing applied ethics, critical thinking, self-awareness and self-confidence, awareness of values and anti-values, using positive aspects and rejecting negative ones, creating spiritual games, learning media literacy, culture building, self-control in virtual spaces, filtering, observing moderation, a strong intellectual foundation, and wise self-care and other-care.
Low participation of citizens, especially in formal and public spheres (Mousavi, 2012), minimal political participation (meaning only voting) and settling for it (Jalaipour, 2013), high levels of social indifference, selfish individualism, and lack of civic commitment (Ghaffari and Jabibpour, 2011; Mohseni Tabrizi and Sedaghati Fard, 2014; Getabi), the insignificance of the time Iranians spend on purely voluntary and charitable activities (on average two minutes per day according to the report of the Statistical Center of Iran in Spring 1394), and people's ignorance of their citizenship duties are among the pieces of evidence that confirm the claim that spiritual citizenship education in Iran is necessary.
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