چکیده:
The aim of the present research is to determine the role of two factors, 'centralization' and 'formality', in the structure of the educational system on the religious education of students from the perspective of 'Religion and Life' teachers, which was conducted using a qualitative method and a phenomenological approach. The statistical population of this research includes all 'Religion and Life' teachers in secondary schools in Behshahr County, Mazandaran Province, in the 1395-1396 academic year, where 21 teachers were selected as a statistical sample using purposive sampling. For data collection, semi-structured interview methods were used, and for data analysis, the 7-step 'Colaizzi' method was employed. The results of the research indicate that, from the teachers' perspective, the most important damages to religious education in the educational system relate to the lack of application of active teaching methods, weakness in teacher selection and recruitment, lack of sufficient competence by some teachers, the absence of a supervisory system for religious education, and lack of attention to regional and local differences. According to the teachers, items such as using supplementary educational resources in teaching religious lessons, holding extracurricular classes, emphasizing learning quality, and using clergy and religious preachers in the educational process of students are the most important solutions for reducing formality in the religious education curriculum. Additionally, the most important solutions for reducing centralization involve granting more authority to district and provincial officials, reforming content and teaching methods, giving teachers freedom of action in selecting content, avoiding unilateralism, increasing the initiative of managers and teachers, and the participation of parents and learners in religious education curriculum planning. It is necessary for officials to provide the necessary platforms to reduce centralization and formality in line with the effectiveness of religious education goals.
خلاصه ماشینی:
Additionally, the most important solutions for reducing centralization involve granting more authority to regional and provincial officials, reforming content and teaching methods, providing teachers with freedom of action in selecting content, avoiding one-sidedness, increasing the initiative of principals and teachers, and involving parents and learners in religious education curriculum planning.
In recent years, many experts, considering the various efforts made in the field of religious education within the educational system on one hand, and the repeated lack of success of this system in educating students—to the expected extent—on the other hand, have come to believe that the issue is not a fundamental weakness in the provided content or even the adopted teaching methods, and one cannot hope much to achieve the goals of religious and moral education by changing such matters; rather, considering the background of formal educational systems and the political, social, and motivational context of these systems, the problem must be sought in the nature of the formal system's structure.
Now, the basic challenge among researchers in the field of religious and moral education is whether we should continue with content and methodological curriculum reforms, such as changing books or innovating teaching methods, or whether we should think about fundamental transformations in the structure of the system to break formality and centralization.
16 5 Incomprehensibility of the content due to lack of suitability with individual differences 16 6 Attention to quantity instead of quality and the acquisition of religious knowledge 13 The results of Table No. 4 show that in 22 cases, teachers consider the country's centralized education system to be unsuccessful in the field of religious education.
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