درخت حوزه‌های تخصصی

The Holy Qur'an has ignited the torch of enlightenment in beliefs and raised the flag of the struggle against superstition, by which the true truth is known and the narrations can be evaluated. Among the realities of the universe are the angels whose infallibility are disputed; Some believe in the infallibility of the angels, while some do not. Each group brings its reasons for its special idea. This article aims to investigate the infallibility of angels based on the library method and by referring to the basic religious sources, i.e. the Qur’an, interpretive and narrative collections. So, it introduces a theory based on the Holy Qur’an. As a result, findings show that the three-fold reasons, not only lack strength and dynamism, they also support the infallibility of the angels in some cases. In other cases, the narrations about Hārūt and Mārūt are attributed to Ka'b al-Ahbār in the form of marfū' and date back to the Israelite. In terms of content, since they do not compatible to the Qur’an and there is no reason for their being a symbolism, they oppose the clear text of the Qur’an concerning the infallibility of the angels; for some verses affirm the appearance of the angels and some affirm their infallibility.

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.