بناء منهج التربية الحضارية لمادة التربية الوطنية المرحلة المتوسطة في ضوء الرؤية القرآنية
The current study tackled (constructing a curriculum of cultural education for the national education subject for the intermediate stage in light of the Quranic vision). The study consisted of five chapters. Chapter one involved the problem of the research in which the bases of the good and developed methodology was presented that is considered an effective tool in improving and promoting the education. The Islamic nation remained, for a long period of time, culturally advanced and the Muslim educationists were aware of that and became one of the leading civilized nations by means of using education as a path for civilization. The retardation of the cultural education caused a big gap between the reality and the goal, the bad reality the nation passes through and the desired status that are demanded by its religion and doctrine. Therefore, the cultural retardation started when other nations dominated the destiny of the Islamic nation and continued and that led to bad consequences on all the levels and this shows that there should be a cultural education, which can restore the glory of our nation and making it in the leading position. The importance of the research is manifested in that it tackled the importance of building up a curriculum which deals with this civilization that did not emerged from vain, but it emerged as a result of Islamic effects in accordance with a net of conditions and foundations articulated by the religion and that is was formed in an Islamic womb. We see that the traces of the glorious Quran and the prophetic Hadiths are dominantly mentioned by most of the researchers. For the methodology of the research, the researcher used the descriptive, analytical and the structural methodology to fulfill the objective of the research which was characterized by constructing the curriculum of cultural education. Chapter two included three sections. Section one dealt with education in civilizations like that in Mesopotamia, Egypt, China, India, Greece, Persia, Roman and the Islamic civilization in addition to the education in those civilizations. While section two tackled the previous studies and discussing them (the theoretical background). Moreover, section three dealt with the definition of the curriculum linguistically and terminologically and the types of curricula and the characteristics and defects. Chapter three tackled the methodology of the research and the research population which was the glorious Quran that includes 6236 verses in 114 suras. The sample of the research was the glorious quran; the verses were divided into certain aspects and material, immaterial, and regulative domains in addition to the rights and time in Islam. From the other hand, chapter four tackled the fields of the cultural education derived from the glorious quran and their educational applications as well as the regulations of the cultural education and the bases of constructing the curriculum and the methods of teaching the units of the study. In chapter five, a set of conclusions were reached, which confirm that the glorious quran can be considered as a constitution and a comprehensive and perfect reference that urges to build the civilization and holding to the ethical values and that should be taken into consideration in the educational curricula. The recommendations of the researches involved avoiding the vicious sciences and the misleading knowledge when introducing the new curricula and introducing the aspects of the cultural education in the various curricula such as mathematics for example. For the suggestions, they included the necessity of investigating certain topics in the honorable Hadith such as time management as the library lacks such researches, and conducting a comparative research that investigate the fields of the cultural education in the various religions or an experimental research that shows the effects of studying some of the quranic verses concerning the educational principles on the learners in the first grade in the intermediate schools. (Author’s abstract)