چکیده:
The present is centered on a comparative analysis of the goals of moral education in the elementary level of the educational system in Japan and Iran with respect to the values governing the elements of curriculum. A comparative analysis method is used in this research. The comparative study of the moral education in the formal educational system in Iran and Japan can have the form of macro-analysis or micro-analysis. Some of the findings of macro-analysis show that the goals of moral education pursued by these two countries are very much alike in four areas. In Iran's curriculum، these areas are : one’s relation with one’s self، one’s relation with God، one’s relation with others and one’s relation with creation. In Japan's curriculum، they are: self-analysis، one’s relation with nature and having idealized views، one’s relation with others and one’s relation with group and society. Of course، in Iran’s curriculum، God has a pivotal role and the other areas are arranged according to this role. However، micro-analysis، which focuses on the study of every goal related to the moral education in the elementary level of the formal educational systems of these countries، is divided into three types، which are as follows: first، those goals which overlap each other; such as "the child is polite and kind" and "he/she works hard to achieve success"; second، those goals which are characteristic of Iran and are not detectable among the moral goals of Japan، such as "the child likes and observes Islamic veil" and "he/she forgives others for their ill-treatment"; and finally، those goals which are characteristic of Japan and not detectable among the goals related to the moral education in Iran، such as "respecting other cultures and holding people of other nations in high esteem” and "collaborative work and feeling a sense of responsibility".
خلاصه ماشینی:
In terms of content, the Quran generally encompasses a set of concepts, principles, laws, methods, and activities that, by utilizing criteria such as sequence, continuity, balance, breadth, and unity, and educational methods such as parables and analogies, observation, questioning, scientific excursions, modeling, preaching and admonition, and reasoning, seek to achieve the spiritual and physical education or the holistic development of humans.
Regarding how the language of the Quran relates to education and training and what kind of relationship exists between the two, several aspects can be discussed: the interaction of the language of the Quran with education and training in the direction of nurturing the latent talents within humans, the harmony of the two in the spiritual and mental growth of humans, the Quran's attention to education and training in deducing its primary elements such as general principles, foundations, objectives, principles, and methods of teaching and training, the prominent influence of the language of the Quran in the process of education and training in the past, present, and future, educational planning based on the centrality of the Quran for the future of the educational and training system of society, the direction of the Quran toward education and training in terms of content and enrichment, the Quran's attention to the dimensions of education and training such as religious, moral, worship, emotional, social, and similar dimensions, and finally, the Quran as an intellectual backbone and the original source for extracting important concepts of Islamic education and training (Ehsani, 2008).
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