درخت حوزه‌های تخصصی

The Qur'an is a divine book of guidance that addresses the factors of human felicity, as well as the roots of challenges, suffering, and hardship. This article traces the origins of human suffering in this world and its continuation into the intermediary and hereafter realms, examining the dichotomy between " Ḍank " and " Kabad " from the perspective of Qur'anic commentaries. The primary research question is: ‘Based on semantic analysis, what is the relationship between inherent and acquired human suffering, and how these concepts can be utilized to present a cognitive model of suffering in human life?’ The research method is analytical, conducted by examining the context of the verses, lexicons, and the views of both early and late exegetes. The findings indicate that " Kabad " denotes inherent and creational suffering that encompasses all human beings from birth to death, regardless of faith or disbelief, and serves as part of the path of spiritual development and growth. In contrast, " Ḍank " represents an acquired suffering resulting from turning away from the remembrance of God and distancing oneself from divine guidance; it has consequences both in worldly life and in the hereafter. The results of this study suggest that understanding the distinction between these two concepts can lead to the proposal of Qur'anic strategies for managing life's sufferings. Ultimately, this differentiation has led to the presentation of a dual strategic outlook for an active and meaning-making confrontation with the phenomenon of suffering in human existence. The innovation of this research, compared to previous studies, lies in offering a semantic, systematic, and educational reading of this Qur'anic dichotomy and the approach to its management

SUBJECT & OBJECTIVES: Educational experts have examined the importance of incorporating art and aesthetics into education. They argue that despite the well-documented benefits of art in achieving educational objectives across intellectual, emotional, religious, and ethical domains, its integration into educational settings remains incomplete.  There is a need for extensive research on the effectiveness of artistic and aesthetic approaches in various educational curricula, including medical and higher education. In this regard, the present study aimed to investigate the impact of engagement with art and aesthetics on the intellectual, emotional, religious, and ethical education of artists’ lived experiences.METHOD & FINDING: The current research utilized a qualitative and phenomenological approach, focusing on diverse artists representing various art forms. The participants in this qualitative and phenomenological study were 19 artists from different fields of art in Kerman, a province of Iran, who were chosen via purposive sampling. The data were collected through semi-structured interviews and analyzed with MAXQDA software (version 2021), using Colaizzi’s seven-step method. Artists’ experiences demonstrate that engagement with art and beauty triggers significant transformations in various aspects of life, influencing habits, preferences, modes of expression, and even appearance.  The study shows that education involving art and beauty encourages reflection, thinking, understanding, and hands-on learning. CONCLUSION: Special attention should be paid to the relationship between art and beauty and its influence on formal and informal education. Moreover, the principles of aesthetics should be taken into consideration in curriculum planning and teaching, and classroom methods.