Document Type : Original Article
Authors
1
Associate Professor, Department of Educational Sciences, Farhangian University, P.O. Box 889-14665, Tehran, Iran
2
Assistant Professor, Department of Theology and Islamic Studies, Farhangian University, P.O. Box 889-14665, Tehran, Iran
3
Master of Educational Psychology, Allameh Amini University of Education, Tabriz, Iran
4
Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 889-14665, Tehran, Iran
Abstract
Background and Objective: Family health is a critical factor in creating a healthy society, playing a significant role in the life of every individual. Consequently, fostering healthy families is considered a fundamental priority in any culture or community. This study aims to examine the components of family health in Nahj al-Balaghah within the context of advancing the second phase of the Islamic Revolution in the Islamic Republic of Iran.
Methodology: This applied research was conducted in two stages to achieve its objectives.
Stage One: A qualitative descriptive-analytical approach was employed. The three-pronged method (triangulation) was used to extract and compile data, which involved studying the foundational principles derived from Nahj al-Balaghah, as well as drawing upon relevant research and theoretical frameworks.
Stage Two: Content analysis was utilized to assess the frequency and significance coefficients of family health components in Nahj al-Balaghah. The content was analyzed based on the source text (Nahj al-Balaghah ) and seven primary components related to family health.
Findings: An examination of family health components from the perspective of Nahj al-Balaghah revealed the following frequencies: affection and compassion (9), parenthood (3), consultation (6), male guardianship (3), reconciliation and kindness (3), family economy (16), stress management (7), life skills education (46), commitment and appreciation (21), marriage (6), purity (9), appropriate attire (3), the prohibition of adultery (2), child-rearing (4), happiness and interaction (10), participation and cooperation (15), moderation in family dealings (1), importance of family authenticity (5), family religiosity (5), respecting family boundaries (9), respecting family members' rights (3), and maintaining family limits (9).
Conclusion: The highest significance coefficient was attributed to "life skills education" with a frequency of 46, while the lowest significance coefficient was for "moderation in family dealings," with a frequency of 1.
Keywords