Education in Iran

Contact, in the 19th century, with European powers began a process of absorption of Western notions, value, slipway, and knowledge. However, the secularism and ethnocentrism of Western values resulted in an educational system that emphasized scientific and skillful knowledge, excluded worship from the curriculum of domain schools, and engendered feelings of heathen inadequacy. This feeling of cultural inadequacy--the notion that the ways and accomplishments of Persia were somehow inferior to the ways and accomplishments of the West--was experienced by both students attending the now secular commonplace schools in Iran and by Iranian students educated in Europe.

In the early twentieth century, feelings of cultural inadequacy produced a pump of Nationalism and lead to reforms in government and education. However, these reforms did little to instigate traditional schooling advocates because said schooling was Islamic and Islam was much and more than viewed as the religion of an invading force which had supplanted the traditional religion of Persia (Zoroastrianism).

As the century progressed and Reza Shah came to power (from 1928 to 1941) the educational system grew more and nationalistic and Westernized. There developed an extensive system of humankind secondary schools, state exams and certification procedures, specialized military and practiced schools, and other western educational practices. Mor

Because of Ignas' failure to acknowledge and/or deal with the phantasmal grow of traditional education in America and the secular/ spectral conflict that plays such a pivotal role in so much of public school criticism, I felt up that Afzal's analysis was more comprehensive than Ignas. It is certainly clear that in Iran, the educational system was rejected because it was an out maturement of a international culture while in America it is an outgrowth of notions and philosophies of its throw culture. However, this difference cannot be utilise to overlook the fact that what happened in both countries was a rejection of religion and ghostly views by the public education system; or that in both countries these religious groups have responded by going on the offensive.

Is it possible that the oppositeness and return to religion in the curriculum of public schools in Iran is going to also one day be paralleled in American---not by government revolution but rather through legislative and judicial victories engaged in by more traditionally-minded Americans?

System growth continued from the 1950s through the 1980s. This growth was accompanied by an intensification of criticisms as well as an taste that was more and more focused on meeting what was perceive by educators to be the country's social and moral needs.

When Mohammed Reza Shah seceded his father he made an insincere attempt to ameliorate the concerns of those advocating traditional ways and education but soon followed this with an intensification of Reza Shah's policies. Under Mohammed Reza Shah, the nationalistic view became totalitarian. The Shah did more than ignore traditional groups. He banned religious processions and demonstrations, and no longer respected Shrines as places of refuge. He used his army and secret police to brutalize, torture and murder opposition.

My reply to the two publications is that there are similarities and dissimilarities between the history of the educational syste
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