چکیده:
تاریخ تعلیم و تربیت اسلامی با مسجد، پیوند وثیقی دارد و در مساجد، بهعنوان اولین مراکز آموزشی در جهان اسلام، علاوه بر قرآن، دیگر شاخههای علمی نیز تدریس میشد. مساجد در طول قرنها، کارکرد تعلیمی و تربیتی خود را با فرازوفرودهایی همچنان حفظ کردهاند. امروزه نیز ایده مدارس مسجدمحور در تلاش است تا مسجدمحوری را احیا و همان نقش را ایفا نماید. با این مقدمه، سؤال اصلی نوشتار حاضر این است که آیا به لحاظ دینی، مسجدمحوری از مبانی استواری برخوردار است؟ آیا مساجد موجود، ظرفیت لازم برای تبدیلشدن به مدرسه رسمی را دارند؟ آیا با وجود تربیت رسمی و مدارس دولتی، حضور مسجد ـ مدرسهها در آموزش و پرورش ضرورتی دارد؟ نوشتار پیش رو در پی آن است که با روش کیفی و توصیفی ـ استنباطی، پاسخی برای این سؤالات بیابد. در بیان مهمترین نتایج تحقیق پیش رو باید گفت اولاً: از دیدگاه دین استفاده از فضای مسجد برای تعلیم و تعلم قرآن و مفاد دینی، جایز بلکه مستحب است؛ ثانیاً: میتوان با رعایت شرایطی، سایر مفاد علمی را در مساجد آموزش داد؛ ثالثاً: مدرسه مسجدمحور پدیده نوپیدایی است که اثبات کارایی آن نیاز به تجربهورزی، ثبت تجارب، مطالعات میدانی طولی و سنجش آمار و نتایج دارد. بر این اساس، در حال حاضر به علت فقدان زیرساختهای سختافزاری و نرمافزاری لازم؛ نبود سازماندهی، اهداف و راهبرد واحد و مشخص، کمبود نیروی انسانی ماهر و متخصص، امکان انتقال مفاد آموزشی و پرورشی از مدارس رسمی به مساجد در سطح کلان و ملی وجود ندارد.
The history of Islamic education has a close connection with the central mosque, and in mosques, in addition to the Qur'an, other branches of science were taught. Over the centuries, mosques have maintained their educational and educational function with ups and downs. Even today, the idea of mosque-centered schools is trying to revive mosque-centered schools and play the same role. With this introduction, the main question of the present article is, religiously, does the central mosque have solid foundations? Do existing mosques have the necessary capacity to become formal schools? In spite of formal education and public schools, is the presence of mosque-schools necessary in education? The following article seeks to find an answer to these questions with a qualitative and descriptive-inferential method. In expressing the most important results of the upcoming research, it should be said, first of all, from the point of view of religion, using the space of the mosque for teaching and learning the Qur'an and religious contents is permissible and even recommended. Secondly, other scientific subjects can be taught in mosques under certain conditions. Thirdly, the mosque-centered school is a new phenomenon that proves its effectiveness requires experimentation, recording experiences, longitudinal field studies, and measuring statistics and results. Therefore, due to the lack of necessary hardware and software infrastructure; lack of organization, goals and a single and specific strategy; Due to the lack of skilled and specialized human resources, it is not possible to transfer educational and educational content from official schools to mosques at the macro and national level.The history of Islamic education has a close connection with the central mosque, and in mosques, in addition to the Qur'an, other branches of science were taught. Over the centuries, mosques have maintained their educational and educational function with ups and downs. Even today, the idea of mosque-centered schools is trying to revive mosque-centered schools and play the same role. With this introduction, the main question of the present article is, religiously, does the central mosque have solid foundations? Do existing mosques have the necessary capacity to become formal schools? In spite of formal education and public schools, is the presence of mosque-schools necessary in education? The following article seeks to find an answer to these questions with a qualitative and descriptive-inferential method. In expressing the most important results of the upcoming research, it should be said, first of all, from the point of view of religion, using the space of the mosque for teaching and learning the Qur'an and religious contents is permissible and even recommended. Secondly, other scientific subjects can be taught in mosques under certain conditions. Thirdly, the mosque-centered school is a new phenomenon that proves its effectiveness requires experimentation, recording experiences, longitudinal field studies, and measuring statistics and results. Therefore, due to the lack of necessary hardware and software infrastructure; lack of organization, goals and a single and specific strategy; Due to the lack of skilled and specialized human resources, it is not possible to transfer educational and educational content from official schools to mosques at the macro and national level.