A Comparative Study of the Spiritual Education of Children from the Perspective of John Dewey and Allameh Tabataba’i and Its Educational Implications for the Tehran Education System

Abstract

The present study aims to conduct a comparative examination of the spiritual education of children from the viewpoints of two prominent thinkers—John Dewey and Allameh Tabataba’i—and to analyze the educational implications of their views for the Iranian education system. This research was designed using a qualitative approach with a fundamental–applied nature. In the first phase, through the method of documentary content analysis, the primary sources and selected works of both thinkers were identified and analyzed. Subsequently, to determine the dimensions and components of spiritual education in the cognitive, emotional, and behavioral domains, a hybrid deductive–inductive thematic analysis was employed. In the comparative phase, George Bereday’s comparative model was used to examine conceptual similarities and differences at four levels: description, interpretation, juxtaposition, and comparison. To extract the educational implications of each perspective, the Franken model was applied, enabling the derivation of key educational elements including goals, content, teaching methods, teacher’s role, evaluation, and school environment from each viewpoint. The research population consisted of all authentic, interpretive, and theoretical works related to the two thinkers in the fields of educational philosophy and Islamic–Western education, and the sample was selected using purposive sampling. Data collection tools included structured note-taking and thematic coding. The findings indicated that Allameh Tabataba’i’s view is grounded in innate human nature (fitrah), revelation, religious rationality, and moral–spiritual development. In contrast, Dewey explains spiritual education within the context of lived experience, ethical reflection, and social growth. Despite foundational differences, commonalities such as the importance of moral education, the cultivation of responsibility, and emphasis on the role of the environment and teacher were observed in both perspectives. Finally, based on the obtained results, practical implications were proposed for the Iranian education system in areas such as curriculum design, teacher training, educational content, and school environment management.