Gender Justice in Education from the Perspective of Martyr Motahhari and John Rawls

Abstract

The aim of the present study is a comparative examination of gender justice in education from the perspectives of Martyr Motahhari and John Rawls, with the goal of providing a model. This research is applied in terms of objectives and employs a comparative content analysis method for data collection. Initially, data were gathered through note-taking and information registration, which led to the identification of comparative elements in the thoughts of Martyr Motahhari and John Rawls to provide a model. The research domain included books, articles, and studies that addressed the comparative education ideas of Martyr Motahhari and John Rawls to present a model, totaling 130 volumes. These were selected through purposive and criterion-based sampling, ensuring relevance and currency with the highest relation to the topic. The study encompassed all published books, articles, and research conducted by various researchers and was carried out using coding methods. The tools used were note-taking from credible sources, articles, and documents, conducted through library or documentary methods. Data analysis was performed using coding methods (open coding, axial coding, and selective coding). The findings indicated that previous research by other scholars partially aligned with the results obtained in this study, and some indicators and components derived in the current research were validated by previous findings. After reviewing and studying theoretical foundations, research background, and documentation with articles and researchers, ultimately 4 dimensions, 16 components, and 48 indicators were identified. The value-recognition components were categorized into 4 components and 12 indicators, anthropological components into 4 components and 12 indicators, epistemological components into 4 components and 12 indicators, and psychological components into 4 components and 12 indicators.