Abstract
The purpose of this study was to to analyze the theological content of the stories of Masnavi Manavi as the content of teaching, learning, education and religious education of primary level. For this purpose, with the method of qualitative content analysis, firstly, the theoretical foundations of thinking and religious education are presented, and while pointing to the criticisms of memory cultivation among the existing approaches, the content approach is explained, and then the theological theme in this approach is introduced, and finally, stories of Masnavi which was related to the ontological field (theology) was introduced and it was shown that these stories are suitable for use in the religious education program of elementary school. It was also stated that the stories in the Masnavi based on the content approach need to be rewritten, in such a way that these stories, which have a high literary richness, should be simplified in such a way as to provide a context for reflection and thinking in The class aims to provide religious education in a more appropriate way, which is mainly familiarization with the themes of theology, cosmology and anthropology.
Keywords: philosophy for children, content approach, Masnavi, philosophical themes
 
 
Introduction
The effectiveness of memory-focused educational systems in nurturing capable individuals was rather limited. Motahari, a religious thinker and leader, rejects the notion of education solely based on rote memorization. He argues that a true education goes beyond a person simply being a passive recipient of information, with their brain serving as a mere storage facility. Motahari asserts that the aim of education should be to foster critical thinking, intellectual independence, individual initiative, and analytical skills. As a result, educational systems shifted their approach from memory cultivation to active teaching methods, aiming to cultivate reflection and critical thinking within the classroom. The philosophy program for children and teenagers in the realm of philosophy emphasizes the process of philosophical thinking and dialogue, rather than relying solely on philosophical books and schools. In the field of education and training, this program introduces innovative methods and a new educational paradigm known as reflection. In the realm of literature, it incorporates a distinct form of storytelling, utilizing stories as educational content within the curriculum. This approach recognizes that stories and storytelling are highly effective and practical tools for educating children and teenagers. The elements found within stories are closely connected to the spiritual and psychological needs of children, playing an irreplaceable role in nurturing and developing their moral and religious virtues. As humans possess a divine nature and a range of natural talents and are characterized by wisdom, freedom, and sociability, they are in a perpetual state of growth and transformation, actively shaping their dynamic identities. Their endeavors are directed towards seeking closeness to God, with the fundamental prerequisite being the recognition of God's oneness in all aspects and dimensions of life. Consequently, individuals with a divine nature strive to attain divine proximity, which necessitates religious education. Recognizing that theological matters may be challenging for children to grasp using philosophical language, the approach to teaching children about thinking and philosophy encourages the use of fictional language in instructional content.
Materials & Methods
 The research method used in this study was qualitative content analysis. Hence, the first step involved utilizing the inductive content analysis model to describe philosophical thinking based on the examined data related to teaching approaches. The components of philosophical thinking were then identified, summarized, extracted, and categorized. Subsequently, stories with ontological and theological themes were purposefully selected using the purposeful sampling method. The comparative content analysis method was then applied to assess the level of alignment between the stories in the Masnavi and the components suitable for philosophical thinking (specifically, three-dimensional thinking).
Discussion & Result:
 The Masnavi contains abundant themes of monotheism and the rejection of otherness and illusory multiplicity. Rumi emphasizes this principle throughout the Masnavi, asserting that all beings and universes, except for the Holy Essence of God, possess a dim and shadowy existence. Within the stories of the Masnavi, some narratives touch upon various philosophical domains. From this perspective, these stories can serve as captivating material for a training program aimed at stimulating thinking.
 
Samples of theological stories of Masnavi suitable for religious education




Masnavi’s stories


Masnavi book


Contents


Ontology




Story name


 


 


God




Dialogue between Moses and God


1^st


Theology


+




That sufferer, when the physician came to hope, did not get well


6^th


Identifying God through works


+




The difference between knowing something as an example and imitation and knowing the nature of that thing


3^rd


It is only He who knows the nature and truth of God's mercy


+




A story similar to this interpretation


6^th


Innate reasoning for God’s existence


+




Three Muslim, Christian and Jewish travelers traveling together


6^th


Innate theology


+




Moses and the Shepherd


2^nd


Theology


+




Secret treasure and knowledge


1^st


Theology


+




The arrival of the Messenger of Rome to meet Omar


1^st


Theology


+




Ants on paper


4^th


Cause and effect, creation


+




Baghdadi man and hidden treasure


6^th


Theology


+




Referring again to the story of the Sufi and the judge


6^th


The unity of existence and the manifestation of the Almighty


+




Threatening Noah (PBUH)


1^st


There is no veil and intermediary between truth and creation


+




Daqoghi's prayer and intercession for the salvation of the ship


3^rd


The center of divine knowledge and love


+




The poor and treasure map


6^th


God's sustenance, humbleness and exaltation


+




 
The subject matter of religious education revolves around theological topics, and the Masnavi stories that encompass these themes are well-suited for inclusion in the religious education curriculum for elementary school.
Conclusion
The research findings revealed that once one discovers God, it becomes essential to truly know Him. The initial aspect that arises in this process is the recognition of God's uniqueness, incomparability, and pure simplicity. God's glory remains untainted by the dust of polytheism. Furthermore, as human beings are the most marvelous creations of God and the highest manifestation of His truth, they possess the potential to embody divine attributes and perfections. Humanity was created to attain the position of "Khalifa Allahi" (the vicegerent of God), and religious education is the sole means to achieve this goal.
The theological stories found in the Masnavi are not only rich in literary value and various literary elements but also captivating and relatable to students' real lives. Their philosophical depth is the most significant criterion for their relevance to philosophy, as they present philosophical challenges that encourage philosophical exploration. By conceptualizing, attributing meaning, and justifying beliefs, these stories provide the tools for children and teenagers to construct knowledge and understanding. Consequently, they serve as appropriate content for teaching thinking within the religious education curriculum of elementary school.