Conceptual Model of Inducing a Spiritual Sense in order to Students’ Spiritual Education with an Aesthetic Sense Approach of Place

Abstract

Purpose: The educational environment and place play an important and effective role in the students’ spiritual education. As a result, the purpose of this research was to design a conceptual model of inducing a spiritual sense in order to students’ spiritual education with an aesthetic sense approach of place. Methodology: The present research in terms of purpose was applied and in terms of implementation method was qualitative from type of the meta-synthesis. The research population consisted of all published articles of Persian in the 1390 to 1402 years and Latin in the 2010 to 2024 years, with number 37 cases. All articles were reviewed based on the inclusion criteria, and 23 articles were selected as samples with using purposive sampling method. The data collection tool were included taking notes from the articles, which its validity and reliability were confirmed, and the data were analyzed by coding method with the Sandelowski and Barroso's seven-step meta-synthesis method (2007). Findings: The findings of the present research showed that the conceptual model of inducing a spiritual sense in order to students’ spiritual education with an aesthetic sense approach of place had 6 main categories and 23 subcategories. Based on the results of this study, the main categories were included perception of meaning-making (with two subcategories of conceptualization and meaning-making), perception of existence (with six subcategories of understanding the propositions of existence, understanding the role of existence, understanding the characteristics of existence, understanding the multifaceted nature of existence, understanding the needs of existence and understanding the quality of existence), inspirational thinking from authenticity (with five subcategories of studying the effects of authenticity, originality of space, crystallization of values, inducing of value evaluation and inspirational from authenticity), the perception of the greatness of existence (with four subcategories: spiritual nourishment, the wisdom of existence, the recognition of greatness, and the perception of a good life), perception of greatness of existence (with four subcategories of spiritual nourishment, wisdom of existence, recognition of greatness and perception of the good life), recognition of spiritual perception (with four subcategories of recognition of architectural design inspirational, recognition of spatial semantic perception, recognition of material/contents semantic perception and recognition of colors semantic perception) and perception of universe (with two subcategories of thinking about space and sensory perception of space). Considering the main and sub categories, a conceptual model of inducing a spiritual sense in order to students’ spiritual education with an aesthetic sense approach of place was designed. Conclusion: According to the results of this research, in order to improve the inducing a spiritual sense in order to students’ spiritual education with an aesthetic sense approach of place can provide the basis for the realization of the identified main and sub categories.