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1- 4th level student, 4th level of the field, department of comparative interpretation of the Qur'an, Khadija Al-Kobari seminary, Tarbiat Modares, Qom, Iran. , mhmdmhmdhsyny263@gmail.com
2- Board of Al-Zahra Society (S), 4th level, Faculty of Qur'anic Tafsir and Sciences, Qom, Iran.
3- Faculty of Esra school, level 4, department of Qur'an interpretation and sciences, Qom, Iran.
Abstract:   (82 Views)
The fragmentation of the family structure is a prominent social issue manifesting in various forms. Numerous factors contribute to the breakdown of families, with "divorce" being a multifaceted aspect discussed extensively in several verses of the Holy Quran, which detail different types, decrees, necessities, and conditions associated with it. In this analytical-comparative study, utilizing library research and comparative methods, the perspectives of Abdollah Javadi-Amoli and Muhammad Shahrur on divorce are explored and critiqued, concluding each section with the author's evaluation. Muhammad Shahrur's view on divorce not only destabilizes family units but also normalizes and diminishes the perceived negativity associated with divorce. This perspective potentially paves the way for psychological and emotional damage, feelings of defeat, unsuccessful future marriages, and even suicide. On the other hand, Javadi-Amoli regards divorce as the most disliked permissible act (Halal), which he believes distresses God. He advocates for a national and public aversion to divorce, assigns the right of divorce to the husband, and supports granting custody of children to the father post-divorce (arguing that a man with children faces more challenges in remarrying). He also emphasizes the importance of counseling and discussion before divorce and mandates that the husband provide financial support to the wife. These measures aim to mitigate anger and potentially lead to reconsidering the decision to divorce.
 
     
Type of Study: Original | Subject: Educational Psychology
Received: 2024/05/18 | Accepted: 2024/09/6

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This work is licensed under the Creative Commons - Attribution 4.0 International.

The Iranian Journal of Educational Research (IJER) is licensed under the Creative Commons — Attribution 4.0 International (CC BY 4.0).
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