عنوان مقاله [English]
This paper analyzes the role of principles and methods of Islamic education in providing social health during the disciplinary period through a descriptive-analytical method. The statistical society is related to the subject matter of the research, which has been done through targeted sampling. In the descriptive section, the information was collected in an analytical method from library resources and recorded in a notebook. In order to answer the research questions, while studying the background sources, the resources related to Islamic education and social health were studied. Findings of the research indicate that the social health approach in the disciplinary period includes social participation, social solidarity, social acceptance and social flourishing, nonviolence, no robbery and theft, respect for the rights of others, life satisfaction and social security. The educational principle of self-esteem leads to social participation, social acceptance, social flourishing and no robbery. The principle of superiority causes social participation. The principle of justice brings about social prosperity, social security and non-violence. The principle of apparent change leads to social acceptance and social security, and the principle of responsibility leads to social acceptance, no robbery and social security.