درخت حوزه‌های تخصصی

The Messenger of Allah, prepared the Muslims for battle of Tabuk. Ali ben Abitalib was ready for going, but Prophet told him to stay in Medina. The Hypocrites teased Ali and said that Prophet does not like to keep Ali with Himself. Some said He left Ali same as women and children. The teasing forced Ali to follow prophet and says that he does not like to stay. Ali(as) said Oye! Prophet do you leave me between women and boys? He said: Don't you like to be same as Haron to Moses for me, except that there will be no prophet after me? Shia and Sonnie have transmitted this Hadith more than 100 times. But some like Ibn Taimiiah has weekend it. This Paper with the help of Qur'an's Ayat about Haron(as) has determined the status of Amiral Momenin related to prophet are: believing in same Lord, Brotherhood, Cooperation in propagation, receiving Allah's guardianship, to appoint a successor of The Messenger– of Allah, Obeying and following.

The “Story-Based Language Teaching (SBLT)” is one of the most effective approaches in language pedagogy that addresses various elements and parameters in different texts. The aim of this study is to locate SBLT elements in one of the popular Holy Quran’s stories; namely, Abraham`s story known as a pedagogical text, based on Javadi Amoli (2006) and Farhadian’s (2011) Quranic pedagogical frameworks. To this end, the corpus of 130 verses containing the Abraham narration from various surahs was scrutinized and analyzed to extract their precious methods and strategies. To do that, the coding system was utilized to account for the frequency of the predominant method. Upon completion of the coding procedure, the inter-rater (coder) reliability was estimated and the results were confirmed by 81% reliability. The results illustrated that most of the Quranic pedagogical methods proposed by Javadi Amoli (2006) and Farhadian (2011) are manifested in Abraham`s story and some other methods were found by the present researcher through further analysis. The above-mentioned methods from the most repeated to the least ones are Storytelling, Repetition, Precise look, Wisdom, Encouragement, Socratic method, excellent examples, Sympathy, Metaphor, Parable method, Prayer, punishment, Discussion, Debate, Simile, Observation, Experience, Legislation, Holistic view, and Exemplification, respectively. Furthermore, it was confirmed that the dominant instructional methods in this story were inductive and explicit. The findings contribute to Quranic courses syllabus design and teaching pedagogy.