Masoud Safaei moghaddam; Mahmoud Kazemi; Mohammad Jafar Pakseresht; mansour marashi
Abstract
Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ...
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Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ofter the Islamic Revolution (197a), the idea of civil education has received much attention. However, since the implementation of educational ideas in any society depends on the realization of certain socio-cultural conditions. Therefore, the exploration of the intellectual and cultural backgrounds conducive to civil education is a vital step to be taken toward the preparation of grounds for this type of education. On this basis, the goal of this investigation was to explore and scrutinze the underpinnings of civil education in terms of their meanings, significance and socio-cultural values morder that their compatibility and harmony with the cultural and religious values of the Iranian Society should be ascertained thus, if it is believed that civil education principles and their related concepts might involve and imply cultural and religious values, discovering and clarifying such values, calls for serious attention on the part of the Iranian educational policy-makers who may feel the need for developing a regional view toward civil society and constructing a civil education. The most important principles whose relevancy to civil education was analytically shown are: (principles) of respect for individual and social liberties, respect for law and law-adidingness, respect for citizenship rights, participation in sociopolitical activities, social responsibility, rationality and rational argument. Tolerance, dialogue, criticism and evaluation, and methodological pluralism. By way of conclusion, it needs to be emphasized that these principles are compatible and in harmony with the value system and social philosophy of our country which embraces a religious society. Thus, taking educational measures toward training the younger generations in a way that they will believe in civil society values and are inclined to support and promote them is recommended from the standpoint of both religion and educational system.
