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A Conceptual Analysis of Positive Thinking and Positivity in Nahj al-Balagha: Educational Implications
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Zohreh Saadatmand *   |
| Associate Professor, Department of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran , Zo.saadatmand@yahoo.com |
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Abstract: (31 Views) |
Objective: This study provides a conceptual analysis of positive thinking and positivity in Nahj al-Balagha in order to derive educational implications.
Method: The research employed a qualitative content analysis method using a deductive categorization system. The study focused on texts related to Nahj al-Balagha, selected through a purposive sampling approach. Data collection involved note-taking and extraction of concepts related to positive thinking and positivity. In the first stage, relevant passages and statements from Nahj al-Balagha aligned with the research objective were selected. In the second stage, these texts were reviewed and paragraphs pertinent to the research questions were identified. In the third stage, conceptual codes were extracted from each paragraph. In the fourth stage, similar codes were grouped into thematic categories. Finally, in the fifth stage, appropriate titles were assigned to these categories to reflect the core conceptual themes of the study. Coding and paragraph-level analysis were used to interpret the texts.
Findings: The conceptual analysis of positive thinking and positivity in Nahj al-Balagha yielded 43 conceptual codes and three central categories: hope, future orientation and foresight, and constructive rationality. Additionally, the educational implications derived from these concepts were organized into three core categories encompassing 15 specific educational recommendations.
Conclusion: The conceptual exploration of positive thinking and positivity based on Nahj al-Balagha addresses a growing concern among scholars and educators in the field of Islamic education. |
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| Keywords: Positive thinking and positivity, Nahjul-Balagha, educational implications |
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Type of Study: Research |
Subject:
Special-Qualitative
Received: 2025/04/3 | Revised: 2025/11/15 | Accepted: 2025/07/6 | ePublished ahead of print: 2025/11/15 | Published: 2025/08/9 | ePublished: 2025/08/9
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