القيم الروحية والنظرية المتضمنة في مناهج الاستقامة للمناهج الشرعية تحليل محتوى كتاب التربية الإيمانية أولى متوسط بمتوسطة عمي سعيد

Abstract

The objective of the study is to highlight the extent in which spiritual and theoret ical values are included in the curriculum of faith- based education, in the series of curricula of integrity for the Sharia curriculum, and to ascertain the level of values contained therein, based on the pyramid of the levels of carthol for the emotional field. To achieve the objectives of the study, the descriptive and analytical method was used, using a two- pronged content analysis card tool: (Spiritual values) (Theoretical values) Each axis is divided into seven values, each value is defined by procedural parameters within the framework of the procedural concept of it - value - and the tool has been applied to a sample of integrity curricula for the Liberal Sharia curriculum, which is the curriculum of religious education for the first year average. After analyzing the activities of the Platform, the study reached the following conclusions:  The Education of Faith Curriculum included a significant number of spiritual values in the first year of the Sheik Uncle Said Foundation. This is evident in the following percentages for each value, with the highest value represented by preservation and compliance at 45% as the highest value for inclusion, followed by the second degree by the value of conviction and advocacy at 12.81 %, the value of tranquility and comfort at 12.5%, the value of surrender and satisfaction at 11.87%, the value of monitoring and fear at 9.37%, the third degre e the value of resorting and advocacy at 6.56%, and finally the value of depende d at 1.87%.  The Education of Faith curriculum included a significant number of theoretical values in the first year of the Sheik Ammi Said institution , as evidenced by the following percentages for each value:rationalit, objectivity, stability and employment as the two highest values at 27.19%, follo wed by the value of initiative and discovery at 21.05%, curiosity and knowledge at 19%, an d the lowest value of critical thinking and inference at 6.43%, and in a final degr ee the values of gradation, reading, rationalization and development at 2.04%. The treatment of spiritual and theoretical values according to the levels of Carth ol in the emotional field in the curriculum of religious education at the followi ng levels, according to its following grades:  First: The standards of the spiritual values of the Faith Education Curriculum

[خ‌‌]

were represented by the level of reception at 67.66%, followed by the level of response at 29.34%, and the level of evaluation at 2.99%.  Secondly: The levels of theoretical value of the Faith Education Curriculum we re represented by a 54.93% response level, followed by a 43.20% reception level and, evaluation level by 1.85% In the light of previous findings, we recommend the following: .The curricula of the Islamic and Islamic faiths be considered as important found ations and principles, and the educational system must be based on them. This is the fundamental vessel from which the learner can be satisfied on his spiritual side, thus achieving his equilibrium in life. to attach importance and permanent follow- up to these types of curricula, as a channel to imbue the learner with sensitive emotional content, which may take deviant paths from their lofty purposes, whether at the level of their preparation or implementation.