| Abstrakt: |
Considering the necessity of teaching religious concepts to children, primary schools have undertaken the task with “Hediahay-e Asaman” textbooks. These books present the concepts in the form of stories, poems, images, and various mental activities. A good number of the narrated stories are based on hadiths. Given the referential status of the books and the deep impact of their stories on many children, it seems imperative to examine those stories carefully. This examination should address the reliability of the underlying hadiths and, thus, the acceptability of the stories. Using a descriptive-analytical method, the present study analyzes eighteen hadith-based stories in the textbooks of primary school second and third grades. As the results show, some of the hadiths are of weak or defective origins, some of stories are based on quasi-hadiths or no hadiths, and certain contextual and structural problems exist due to the merger of two or more different hadiths. It is therefore, suggested to improve the textbooks by modifying, completing and replacing the problematic stories. [ABSTRACT FROM AUTHOR] |
