Identification of the Dimensions and Components of the Doctrinal, Ritual, and Moral Domains in the School

Abstract

The present study aimed to identify the dimensions, components, and operational mechanisms of doctrinal, ritual, and moral domains in multidimensional schools and to explain the conceptual model of transformation in the existential philosophy of schooling. This study employed a qualitative approach using grounded theory methodology. Participants included 12 faculty members, educational policymakers, and administrators of multidimensional schools selected through purposive sampling. Data were collected through semi-structured interviews until theoretical saturation was achieved. Data analysis revealed that the transformation of school philosophy from an “instruction-centered school” to a “school as a living space” constituted the core phenomenon. Causal conditions included upstream policy requirements, contemporary societal demands, inefficiencies of traditional educational models, and advances in educational sciences. Contextual conditions, intervening factors, and implementation strategies related to doctrinal, ritual, and moral education were also identified and analyzed. The findings demonstrated that the realization of doctrinal, ritual, and moral domains requires a paradigmatic transformation in the mission and function of schools. Schools characterized by transformational leadership, participatory organizational culture, and active collaboration with families and social institutions showed greater capacity for fostering students’ spiritual identity, ethical development, and social responsibility. Furthermore, university entrance examination pressure, grade-oriented evaluation systems, teachers’ resistance to change, and financial limitations emerged as the major intervening barriers. Effective strategies included teacher empowerment, integrated curriculum design, experiential learning approaches, application of educational technologies, and development of intersectoral partnerships. Expert validation confirmed the conceptual coherence, cultural compatibility, and practical applicability of the proposed model. The study concluded that strengthening doctrinal, ritual, and moral domains in schools requires redefining the philosophy of schooling, reforming evaluation systems, enhancing teachers’ professional competencies, and reinforcing collaboration among schools, families, and communities. Multidimensional schools can create meaningful connections between education, spirituality, and social responsibility, thereby fostering committed, creative, and morally developed individuals.