Document Type : Research Paper
Authors
1
Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2
, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
3
Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
4
, Department of Counseling, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
10.22054/qccpc.2026.93142.3749
Abstract
The present study was conducted with a qualitative approach and with the aim of conceptualization, achieving the semantic network of "adolescence," extracting the characteristics of adolescence and the methods of applying intellectual cultivation during this period based on the Qur'an and narrations, using conceptual and inferential analysis methods. The findings showed that the period of adolescence in the paradigm of the Holy Qur'an and narrations encompasses the ages of 11 to 21 years and possesses 30 characteristics within the Qur'anic system, and it is the period of the flourishing of servant identity, responsible autonomy, moving from a state of subordination to independence, and from a position of lack of capability and consumerism to capability and self-efficacy. Words such as "fati" (youth), "rahig" (approaching maturity), "walad" (child), "hadas" (youth), "ghulam" (boy), "baligh" (mature) and "balagha ashuddah" (reaching full strength), "shab" (young man), "yafi'" (adolescent) formed the semantic network of this period in an illuminative relationship, and the concepts of "lahw" (amusement) and "zinah" (adornment) expressed the characteristics of this period. To infer the methods of intellectual cultivation in this period, four foundations, four objectives, and four principles of intellectual education for the period of adolescence were inferred, and based on them, seven methods — "forgiveness, tolerance, feigning ignorance and overlooking, explaining the distinction between salvific actions and futile and destructive ones, showing the reason for the ruling, testing before granting choice, and explaining the distinction between independence and arrogance" — were obtained for the application of intellectual education in this period.
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