درخت حوزه‌های تخصصی

The Verse 59 of the Surah Al-ahzāb plays a key role in inferring the ruling on Hijab due to its legislative characteristics. Does this verse specify the scope and realm of hijab? Does it have a wisdom for a ruling or a cause? Does it show exclusive concepts, if it shows the hijab? Can we refer to the Arabic verb Yu'rafna as a word delineating the boundary between the free and salve women? Based on the document-analytical method, this article carefully examines the sources of both Shiite and Sunni sources and seeks to express the necessity of maintaining the hijab of women. It concludes that, the title of “observing the public chastity” is not mentioned in the words of the commentators and jurists. Additionally, since the people of the Book, slaves and those who did not observe Islamic Shari'ah lived in Media of the day, this verse means the very attention to the protection of privacy in the form of identification and security of the committed women, and so there is no obligation to wear hijab.

The light of science and civilization has absorbed the contemporary people as if it has led them to the promised palaces of humanity and all problems have been solved by the hands of these two elements. Nevertheless, the crisis of absurdity and frustration have destroyed man from inside. We believe that the shining teachings of the Holy Qur’an, which indeed originate from the source of revelation, can well guide the intellectual and then the practical dimension of man so that there will be no room for despair and spiritual gaps. The reason behind the success of this healing version is that it was issued by the Creator of man and the universe, Who, in addition to good qualities, demands the growth and development of man. This article aims to analyze the basic strategy of the Holy Qur’an for the intellectual nourishment of man, on the one hand, and to satisfy the practical dimension of man, on the other.     Keywords

The spread of religious doubts in the public arena via information technology has caused religious faith to be changed and questioned in the turmoil of these doubts. This has provided the ground for acceptance of non-religious sects even in the form of religion. Explaining the logical approach according to Islamic affairs is one of the topics that has been less explored. Authors confront the doubts with their own taste in order to pay their debt to Islam and defend the sanctity of Islam and the divine religion. It’s necessary and serious matter to identify doubt and distinguish it from the problem (issue). We require coherent planning to purposefully confront religious doubts, for we are in an age when the most advanced means of mass communication have made its dissemination quick and easy. Identifying doubts from the problem and examining the methodology of dealing with them is what this article seeks to explain, regarding to the Qur'anic verses and hadiths. Accordingly, a comprehensive method for dealing with doubts can be achieved over time and religious doubts may be answered. The method of this article is descriptive-analytical. 

Despite many studies on teacher autonomy (TA) and its connection with learner autonomy (LA), scant attention has been devoted to TA on its own and how it might contribute to teachers themselves. Against this backdrop, the current study set out to investigate novice English as a foreign language (EFL) teachers’ autonomy development in terms of their self-directed professional development (PD) and capacity for their self-directed PD, the two subcomponents of the multidimensional framework of TA. To this end, two novice EFL teachers’ audio diaries on the aforementioned subcomponents were collected for 10 months. Moreover, to complement the probable gaps in the diary phase, the teachers were interviewed in five terms. The thematic analysis of  the  collected diaries  and  diary-based  semi-structured interviews revealed that novice EFL teachers’ main activities for self-directed PD embraced peer observation, peer coaching, reading books, making use of technology, reflection, action research, and attending workshops. Additionally, the findings indicated that novice EFL teachers were equipped with both capacity and willingness to self-direct their PD. The constructive factors enabling  them  to  develop  such  capacity  included  experience,  reading  books,  and  external support. The findings bear implications for teacher educators to underline the value of PD strategies for teachers. Teachers should also be aware of the PD strategies they could employ for their self-direction. The findings suggest some implication for institute managers too.

Although previous studies have shown the benefits of graphic organizers in improving learners' vocabulary knowledge, scant attention has been paid to the possible differences in the effect of individually-developed, cooperatively-developed, and teacher-developed graphic organizers on intermediate L2 learners' vocabulary knowledge. The present study addressed this topic by examining 80 intermediate language learners. The participants were selected based on convenience sampling procedure and studied English in four classes. The learners in the conventional group received the translation/definition of the lexical items. Those in the teacher-generated were provided with the graphic organizers prepared by their teacher, and the participants in the other two groups made the graphic organizers either individually or cooperatively. The researchers employed Vocabulary Knowledge Scale as the pre-test, immediate post-test, and delayed post-test to examine the participants' vocabulary knowledge. The findings of this study indicated that the mean scores of the control group in the immediate and delayed post-tests were significantly lower than those of all graphic organizer groups. In addition, the cooperatively-generated graphic organizer group was significantly more successful than learner and teacher-generated graphic organizer groups, but there was no difference between the learner and teacher-generated groups.

The study investigated the impacts of motivational scaffolding as one of the most effective instructional procedures on self-efficacy and learning achievement of field-dependent and field-independent English language learners. This study attempted to use both qualitative and quantitative data to get more reliable results. As qualitative part, 15 teachers in a semi-structured interview, and as quantitative part, two groups of learners participated as experimental and control groups. Motivated Strategies for Learning Questionnaire was used to determine students' self-efficacy. The Group Embedded Figures Test was administered to categorize them into groups of field-dependent and field-independent. To determine proficiency level, a pre-test and a post-test were used. As treatment, eight sessions of Bandura’s training were administered to improve self-efficacy. Analysis of the qualitative data was conducted using content analysis, and as quantitative analysis, two-way Multivariate Analysis of Variance was conducted. The results showed that learners’ interacting within motivational scaffolding improved their self-efficacy and their learning achievement, and there is no significant difference between learners in the dimensions of field-dependent, field-independent. The findings have implications for teachers and learners in educational settings to detect some factors affecting the English language learners’ language performance and their psychological status.