Mendeley
TY  _  JOUR
ID  -  1401081039915
TI  -  Deconstructing the role of formal education in the Iranian educational system with emphasis on the period of the Islamic Revolution
JO  -  Philosophy of Education
JA  -  ES
LA  -  fa
SN  -  2538-2802
AU  -  NOROOZI NASER
AU  -  Barkhordari Ramazan
AU  -  zarghamii saeid
AU  -  mahmmudnia Alireza
AD  -  دانشگاه خوارزمی
AD  -  دانشگاه خوارزمی
AD  -  دانشگاه خوارزمی
AD  -  گروه فلسفه تربیت دانشگاه خوارزمی تهران
Y1  -  2022
PY  -  2022
VL  -  6
IS  -  
SP  -  55
EP  -  76
KW  -  Deconstruction
KW  -   formal
KW  -   Informal
KW  -   Nonformal Education
KW  -   educational system of Iran 
DO  -  
N2  -  The main goal of current research is deconstruction of the role of formal education in the Iran’s education system in the period of Islamic Revolution. Formal education by putting together the four dimensions of the formation of formal education, including structure, mechanism, valuation and educational activities, appeared almost from the middle of the Qajar period, and expanded considerably with its consolidation in the Pahlavi period The development of formal education continued after 1979, relying on the ideals of the Islamic Revolution, including humanization and human education. Increasing attention to the dimension of formal education in order to use its full capacity, while deepening the existing dualities of the education system, faced with the complete failure of goals and expectations. In this study, with a deconstructive approach, the dominant duality of the country's education system has been analyzed by examining the assumptions of the formation of formal education and the effective poles. The study of the Contamination of the poles related to both sectors shows the complementarity and necessity of both sectors, that by carrying out the reconstruction and using the capacities of both types of educational systems, there are many and multiple possibilities such as: access to educational justice, preparation for the conditions Especially, providing the context for the development of different aspects of the learners, realistic expectations and providing the context for accountability, acceptance of multiple cultural differences, change of master-servant schemas in education.


UR  - rimag.ir/en/Article/39915
L1  - rimag.ir/en/Article/Download/39915
ER  -  
