The Institutionalization of Religious Education in Adults with Besharah and Anzar Verses In the Holy Quran (Case Study: District Staff Education Urmia) Farahnaz Mokhtari Department of Islamic Studies, Urmia Branch, Islamic Azad University, Urmia, Iran Sadra Alipour* Department of Islamic Studies, Urmia Branch, Islamic Azad University, Urmia, Iran Roghayyeh Vahdat Department of Islamic Studies, Urmia Branch, Islamic Azad University, Urmia, Iran Abstract This study examines how the institutionalization of religious education with glad tidings and warning verses in the Holy Quran. So in terms of purpose and method of research is descriptive. In this study, all employees of the District 1, city of Urmia were considered as statistic population which was 117 and using farmers and Morgan table and randomly, 89 people were selected as sample. In this study, a questionnaire was used to collect required data and information. Face and content validity of the questionnaire was approved by the supervisor. Cronbach alpha coefficient 0.78 respectively. To analyze the data, descriptive and inferential statistical techniques were used. Results showed that the institutionalization of religious education methods in adults with verses containing material rewards in world evangelism, spiritual rewards in this world, material rewards in the afterlife, spiritual rewards in the Hereafter are. To institutionalize religious education in adults with verses warning, including physical punishment in, 's spiritual punishment, punishment in the Hereafter material and there is spiritual punishment in the Hereafter. Keywords: Religious Education, Besharah, Anzar, Institutionalizing Methods. http://www.ijhcs.com/index.php/ijhcs/index Page 890
Introduction One of the main problems is inescapable phenomenon of religion in human societies that have always been concerns for religious leaders, religious and faithful families created and is considered a real threat to the younger generation. This is a human problem today or yesterday, but rather a long history and has always been human societies grappling with it. Religion aversion in recent centuries, especially in the twentieth century, much of East and West engulfed and various atheistic philosophical doctrines of communism are born. The contemporary society is suffering from a lack of identity. One way to deal with such problems educates adults on issues related to religion. The most important aim of the mission of the prophets has always been spiritual education. Religious education is the most basic needs of human life because it is in shadow inventory could be targeted, and achieved its goals and ideals. Even scientifically important part of basic human needs to the religious needs of the country exist. Ryckman (1999) believes that this category of needs in Maslow's hierarchy of needs in the educational system and the special status of safety needs and self-actualization referred to as (448). In this way they can say, less attitude, but rather to change the attitude of monotheistic pagan attitudes have action, and where the conditions seen in adults, one can say that the prophets audience were adults. Certainly, religious concepts adult should be established within the correct way to change their attitudes lead. (Mousavi Nasab, 2011: 25-27) Sobhaninejad (2009) religious education aspect of education knows that people familiar with his religious duties and his strong principles, and ultimately, He fertilizes human nature and a divine Makes. No doubt, at any age, attractive models for learning and shaping human behavior, especially the young, which is essential if the patterns are suitable and available in the community, young and not confuse his mental balance outside of the normal boundaries virtual models are not otherwise taken refuge and escape from religion to his fields provided. The God, the Quran, the highest religious education model for human beings. There are 20 verses in the Holy Quran that the word gospel and warn come together. Cheer means to motivate, to bring enthusiasm, willing and eager to wake up and punish i.e., aware, conscious of and punish. (Modal, 1971: 1124) encouraged a convenient way to create interest in the work is positive. Encouraging the soul to motivate the disinfection and urges him to do good deeds. The Holy Koran of inciting people to encourage good behavior and deter bad behavior has been widely used. Almost all the verses speak of spiritual and material blessings from heaven and evidence. (Ethical, 2011), spiritual and heavenly rewards... (Akhlaghi, 2011). So, one of the goals of leading this research is to achieve such result. Identify ways to institutionalize religious education in adults with verses from the employee's view is good news. On the other hand, the opposite of encouragement, punishment is the purpose of it, giving a negative answer to one's undesirable behavior, such as look cool, to turn away and ignore temporary, facial expressions and sour face, depriving the short term, scare, reprimand and fine. They are from doing bad things happy. In the Quran, verse 90 that words alone were Anzar. They include methods such as physical punishment in this world, spiritual punishment in this world, physical punishment in the afterlife, spiritual punishment in the hereafter, and so. Thus, another research questions that the study attempts to respond to is the http://www.ijhcs.com/index.php/ijhcs/index Page 891
institutionalization methods of religious education in adults with verses Anzar verses from the point of view of employees. Methods The aim of the present study is fundamental in terms of research on non-experimental variables, respectively. The method is described. SPSS 20 was performed using the software. As well as the upcoming research was conducted in this field. The study population consisted of all employees 2015-16 Education District 1 Urmia who engaged in service exist. And according to statistics from the Human Resources Department was the number is 117 people. Researchers stratified random sampling method, in equal proportions of each class is used. Of these 72 employees were male, 17 were female employees. Results First question: what are the institutionalization methods of religious education in adults with verses Anzar verses from the point of view of employees? The first question survey responses provided by statistical sampling methods to identify the institutionalization of religious education and evangelism verses, one sample was analyzed using t-test. Because we are faced only with a series of data, so the most appropriate test, one-sample t- test, and that's why this test was used for statistical data analysis. According to Table 1 it is observed that in all of dialects significance level of less than 0.05 (P < 0.05). In conclusion, the institutionalization of religious education methods in adults with verses gospel of material rewards in, rewards, in the religious world, material rewards in the afterlife, spiritual rewards in the Hereafter are. Average material rewards in, 3.730, 3.589 in of spiritual rewards, rewards in 3.569 material and spiritual rewards in 3.698 and according to the average achieved in all four of the larger than expected average (3) are instituting procedures can be concluded that according to the employees, the institutionalization methods are the mentioned one according to Besharah verses. Table 1. One sample t-test for the examination of institutionalization of religious education in adults with Besharah verses Lower bound 3.543 95% confidence interval for the difference of the amount of test upper bound 3.835 Significan ce level Degree of freedom T 50.272 Items Material rewards in http://www.ijhcs.com/index.php/ijhcs/index Page 892
3.447 3.551 4.409 3.373 3.909 3.729 50.057 41.419 44.357 Spiritual rewards in Material rewards in Spiritual rewards in Second question: what are the institutionalization methods of religious education in adults with verses Anzar verses from the point of view of employees? In the second question, the responses provided by statistical sampling methods to identify the institutionalization of religious education, according to the warning signs, using one sample t test were used. According to Table 2, the significance level for all items is less than 0.05 (P < 0.05). As a result, it can be said that the methods institutionalization of religious education in adults with verses warning, including physical punishment in, 's spiritual punishment is punishment in the Hereafter material and spiritual punishment in the Hereafter. Average physical punishment in, 578.3, 572.3 in of spiritual punishment, punishment in the Hereafter 490.3 material and spiritual punishment in the Hereafter 789.3 and obtained by means of the four methods that greater than expected average (3) is to be deduced that according to the employees, the institutionalization methods are the mentioned one according to Anzar verses. Table2. One-sample t-test for the examination of institutionalization of religious education in adults with Anzar verses 95% confidence interval for the difference of the amount of test T Items Lower bound 3.340 3.597 3.334 3.650 upper bound 3.746 3.907 3.647 3.927 Significa nce level Degree of freedom 42.341 48.101 44.273 54.410 Material penalties in Spiritual penalties in Material penalties in Spiritual penalties in Third question: What mode of Annunciation has a priority of the according to the employee's view in institutionalization of adult religious education? http://www.ijhcs.com/index.php/ijhcs/index Page 893
To prioritize Tabshir methods in the institutionalization of adult religious education of the employee's view, Friedman rank test was used. The results are shown in Tables 3 and 4. Significa nce level 0.019 Significance level is 0.01. Table 3: Friedman test result to prioritize Tabshir methods Degree of freedo m 1 2- square 24.689 Standard deviation 0.692 0.676 0.849 0.759 mean 3.730 3.589 3.569 3.698 variable The result of the test is (X 2 =24.689) and significant at a confidence level is 99% (sig = 0.019). And the average as a sign that the material rewards of good news in with average, 3.730 is a priority. The methods of evangelism and spiritual rewards in the afterlife, spiritual rewards in this world and in material rewards are next respectively. Results of the level are shown in Table 4. Table 4. results of Friedman test for prioritizing Tabshir methods Rank Rank Average variables 1 2.68 Material rewards in 3 2.41 Spiritual rewards in the world 4 2.32 Material rewards in the hereafter 2 2.59 Spiritual rewards in the hereafter Question Four: What modes of Anzar have the priority in the institutionalization of adult religious education? To prioritize Nanzar methods in the institutionalization of adult religious education of the employee's view, Friedman rank test was used. The results are shown in Tables 5 and 6. No. 89 89 89 89 Material rewards in Spiritual rewards in Material rewards in Spiritual rewards in http://www.ijhcs.com/index.php/ijhcs/index Page 894
Significa nce level Table 5: Results of Friedman test for prioritizing Nazar methods Degree 2- Standard of mean No. variable square deviation freedom Material penalties in 0.797 3.578 89 3 22.024 0.736 3.752 89 Spiritual penalties in 0.743 3.490 89 Material penalties in 0.657 3.789 89 Spiritual penalties in Significance level is 0.01. The result of the test (X 2 =22.024) and significant at a confidence level is 99% (sig = ). The average ranks show that degree of spiritual punishments in warning mean, 3.789 is a priority. The Anzar methods in with spiritual punishment, physical punishment in this world and punishment in material are next respectively. The results of ranks are shown in Table 6. Table 6: Results of Friedman test method for prioritizing Nazar Rank Rank Average variables 3 2.30 Material penalties in the world 2 2.74 Spiritual penalties in the world 4 2.10 Material penalties in the hereafter 1 2.85 Spiritual penalties in the hereafter Discussion and Conclusion This study aimed to identify the institutionalization of religious education tidings and warning signs was using. The results showed that the institutionalization of religious education methods in adults with verses are containing material rewards in world evangelism, spiritual rewards in this world, material rewards in the afterlife, spiritual rewards in the Hereafter. It indicates that when people see their religious practices to fit in the Quran for those who create, pray, fast, help http://www.ijhcs.com/index.php/ijhcs/index Page 895
the needy, charity, and are insistent from avoiding the sins, rewards, including breadth provision, inner peace, eternal paradise full of God's blessings and pleasure of Allah in this world and the hereafter is promised further attempt to become closer to God and away from doing things that they have been prohibited in Islam. As a result of this description can say that the Qur'an referring to preach the gospel to the material blessings in this world and the Hereafter to help foster positive sentiment and cause a person to feel hope and more and more familiar with religious and legal duty to reach self-knowledge and theology. The same methods in adults with verses warn the institutionalization of religious education, including physical punishment in, 's spiritual punishment, punishment in the Hereafter material and spiritual punishment of the Hereafter which is formed when leaving your prayers, do not fast, they are indifferent to the problems of others, acts prohibited conduct, guilty and... God gives them the punishment and the punishment or if the material (e.g., in the Drina poverty and livelihoods depend are, are sick, physical punishment in the Hereafter is hard on them) or spiritual (e.g., within shortages and grief unknown to feel, in the Hereafter excluded from communion with God, he caught sight, disgraced and humiliated and look longingly to Paradise) and this is a warning that further aspect of fear and threat, leaving things forbidden to human motivation and alter the course of time a person met with religious and legal duties and is ultimately self and God. Friedman test showed that the priority is evangelism with material rewards in. The methods of evangelism and spiritual rewards in the afterlife, spiritual rewards in this world and in material rewards are next respectively. Explaining the employee's view of the world is a priority of evangelism with material rewards, can be invoked principles of psychology. Encourage discussion arises when we make a better individual behavior is the beginning of Incentives that so many features and visual material and is used for stimulating person (Saif, 2005). Looking at the verses of the Holy Quran will notice it.is more likely. But the reason it is material rewards in can be attributed to the maturity staff. Individuals who are employees at least 22 years of age, this means that an adult with intellectual maturity and this intellectual maturity which makes people feel closer to him in be created that pleases God and the forgiveness of sins by repenting of any reward. That is why the good news in the Qur'an to give material rewards far been taken into account in this world. Surah Araf, 96; Mohammed: 6 and Noor: 55 refers to material rewards that God gives to believers in this world. But the reason it is material rewards in can be attributed to the maturity staff. Individuals who are employees at least 22 years of age, this means that an adult with intellectual maturity and this causes intellectual maturity that has made people feel closer to him in the hereafter be created that pleases God and the forgiveness of sins by repenting of any material reward in the Hereafter is better. In other words, no better reward in the life of nearness to God and his mercy is not endless in the Hereafter and that creates an incentive to religion tend to be higher. http://www.ijhcs.com/index.php/ijhcs/index Page 896
Identified ways of institutionalizing religious education according to the warning signs, using the Friedman test showed that warn of spiritual punishment in the Hereafter is a priority. The warning methods in with spiritual punishment, physical punishment in this world and punishment in material are next respectively. As mentioned in the previous section, this refers to the maturity of the employees thinking. And in the Hereafter, nothing is worse and even more doom from the eyes of God and avoiding from His mercy and Anzar verse in the Quran and awareness makes a person does not sin. The Almighty in the Holy Quran also addressed the people and save them from sin prohibited because in the end causes are far from the mercy of God in. The same applies to the world how many people who are immersed in worldly blessings, but inwardly agitated and inner calm that is not a believer and it is due to weak in faith and avoid the mercy of God. Surah Maryam, 39; Araf: 63 and refers to punishments in are spiritual. Based on these findings, it is recommended to religious education in staff that These methods are applicable and enjoining good and forbidding wrong in this regard can be effective. Also suggested that by holding courses in the form of in-service courses in which employees are required to participate in it, meetings were held and in its interpretation of the Quran to those who fail to be awarded valuable prizes. In addition to this, which makes them more familiar with the Book of Allah, they are more motivated to act on God's instructions and finally its manifestation in practice and religious behavior or caused the same religious education. It is recommended for repeated acts of unlawful consequences of sin and separation from God's mercy in the form of meetings and citing verses of the Quran, for employees become clearer. According to leading research first little effort for the examination of the institutionalization of religious education, according to the verses of Basharah and Anzar, the researchers are recommended to increase the applicability of the results of a study with the same title or other organizations to do bigger population. Finally, the researchers recommended that a warning and applied research as ways to do evangelism in the current time. It should be noted at the end that the research population confined to one area of Urmia and Department of Education staff. Therefore, in generalizing the results to other organizations and other towns should be handled with care. http://www.ijhcs.com/index.php/ijhcs/index Page 897
References Akhlaghi. Abdul Rahim. (2011). A look at the way of encouragement to motivate the Quran. Islam and Management Research, 1 (1), 152-127. Bagheri, Khosro. (2011). Take a look back to Islamic education. (C-1). School Publication. 4, 70-60. Beshrati, Tayebeh. (2013) The role of warning education and evangelize in the Qur'an Durkim, Emil. (2012). Education and sociology. (Translated by Fereydun Sarmad). Kand-o Kav Publication. Ghorshi Banaee, Ali Akbar. (1996). Best interpretation of Hadith. Foundation mission: printing and publishing center. second edition. Homami, Abbas and Zarei, Mohsen. (2009). A comparative study of the Koran and the New Testament principles and procedures of the ad. Religious Research, 15, 60-28. Kant, Immanuel. (1990). Foundation metaphysics and ethics. (Translated by Hamid Enayat and Ali Gheysai). Kharazmi Press. Moein, Mohammad. (1971). Word dictionary. Tehran: Amir Kabir. Vol. 1. 234-224 Motahhari, Mortaza. (1993). Education in Islam. Sadra Publications. Mousavi Nasab, Seyed Mohammad Sadegh. (2011). Designing to explain the general pattern of adult religious education in the Quran with emphasis on coaching duties. Islamic Educational Research. 3 (2) 36-5. Quran Knowledge (1998). Compiled by: Iranian Revolutionary Guards Islamic Revolution. Representing the supreme leader. Islamic Research Institute. Publisher: Iranian Revolutionary Guards Islamic Revolution, representing the supreme leader, the Department of Education ideological, political, Vol. 5 Rageb Isfahani, Hussein ibn Muhammad. (2011). Almofradat Gharib al-fi. (Translated by Hussein Khodaparast). Qom: Nashre Novid of Islam office. Ryckman, Richard M. (1999). Theories of Personality. Translated by: Mehrdad Firoozman. 9 th Edition. http: rasanews.ir:nsite:fullstory:news:?id=179493 Saif Ali Akbar. (2005). educational psychology. Tehran: Doran, Seventh Edition. http://www.ijhcs.com/index.php/ijhcs/index Page 898
Shariatmadari, Ali. (2001). Principles and philosophy of education. Tehran: Amir Kabir Sobhaninezhad, Mehdi. (2009). The mission of religious education. Journal of Islamic Studies at the University of knowledge. No. 36, 39-63. Tusi, Khajeh Nasir. (1976). Ethics of Nazareth. (Corrected by Mojtaba Minooei). Kharazmi Press Tehran. http://www.ijhcs.com/index.php/ijhcs/index Page 899