Pedagogical Model of Surah Hadid (Based on Tafsir Al-Mizan)

This research seeks to present the discovery of the pedagogical model of Surah Hadid, based on the teachings of the Holy Tafsir Al-Mizan. So, the grounded research method has been used and the result is the extraction of 110 concepts, 30 components, and 11 pedagogical dimensions. In this regard, first by referring to Tafsir Al-Mizan, data were collected to achieve the research model, and then the data were analyzed, including open coding, axial coding and selective coding, and then their results were presented in two pedagogical models. In this article, Surah Hadid is discussed with a pedagogical approach; Because Islamic pedagogy is one of the most important and major parts of Islamic teachings and the philosophy of the prophets’ mission and is the basis of the pedagogical duty of the divine guardians and trustees and educators of the Islamic society. The pedagogical dimensions identified in Surah Al-Hadid in the Tafsir Al-Mizan include the duties and characteristics of a trainer and trained ones; One characteristic of a trainer in the educational and pedagogical system is that the trainer should be wise and the most important duty of the trained ones is his/her obedience. Every pedagogical process has content in a way that plays a fundamental role in the manifestation of human pedagogy through the process of belief and worship, and the basis of human pedagogy is organized from ontological and anthropological dimensions. Applying encouragement as a tool for growth and promotion as a method of pedagogy has a prominent role and the principle of monotheism (Tawhid)-centered and hereafter-oriented are among the important principles of pedagogy. Among the effective factors in pedagogy, security has the most important role in human pedagogy. One of the most important internal obstacles that prevent human growth and achievement of perfection is arrogance and then a haughty spirit. The goal is the point that every pedagogical process seeks to reach. The goals include the ultimate goal of pedagogy; It means reaching the worship of God and believing in His Oneness (Tawhid). Ultimately, achieving a peaceful life is the most important result of a common worldly and otherworldly pedagogy. These identified pedagogical dimensions have formed the final model of the research.