A.M. Moarrefzadeh; M.J. Pakseresht; M. Safaei-Moghaddam
Abstract
Bearing this fact in mind that socio-economic development is affected by the value system of the society, the aim of this study was to identify the sources of the value system of the Iranian society in the first half of the 14th century Hegira (coincidental with 1920-1970 period) and explain their relationship ...
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Bearing this fact in mind that socio-economic development is affected by the value system of the society, the aim of this study was to identify the sources of the value system of the Iranian society in the first half of the 14th century Hegira (coincidental with 1920-1970 period) and explain their relationship with the Iranian socio-economic development. The history of the sources of the Iranian value system was divided into two periods of 14 centuries each, a pre-Islamic and a post-Islamic era, respectively. Since in the pre-Islamic era, the dominant source of values was the Zoroastrian religion, zoroastrianism was reviewed first, This was followed by a more detailed discussion of the Islamic period. In the context of this period the holy Quran was consulted and some guidelines obtained. Also the views of Islamic traditionalist (Ashaereh), Islamic rationalists (Mo’tazeleh), and a select number of Islamic philosophers and thinkers concerning the nature of man, society, and knowledge were explored. This study arrives at this conclusion that economic growth and development requires innovation and adoption of certain values that are germaine to such development. But the value system of the Iranian society in the aforementioned period was highly traditional and imbued with concerns of the past and fell short of adopting new values and outlooks indispensible for socio-economic development. Thus the incompatibility of the value system and economic growth and development was one of the major reasons for the failure of the socio-economic plans embarked on by the Iranian Goverment during the said period.
M. Safaei Moghaddam
Abstract
In this paper the importance of studying historical foundations of education has been explained and also it is maintained that for modern or scientific history the main task of a historian is to discover the meanings of past events. Interpreting and exploring the meanings of events are based on the patterns ...
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In this paper the importance of studying historical foundations of education has been explained and also it is maintained that for modern or scientific history the main task of a historian is to discover the meanings of past events. Interpreting and exploring the meanings of events are based on the patterns and paradigms accepted and exploited by the historian. In this article some of these patterns or paradigms which have been used in the realm of history of education, are examined. Amongst them are: the utilitarian and feministic patterns, the paradigms concerned with the study of history from below and the analytical study of history, the pattern of history serving educational administrators and that of history of education for improving world peace, the pattern dealing wtih comparative history and the study of non- organizational behavior, and finally, the paradigms for studing historical continuities and that of studying history based on the theory of “the end of history”. What has been suggested is not to restrict the research in this domain to only one of these patterns, since, as some critics believe, this will put the history on some theoretic path non realistically. The suggestion is to use these approaches of interpreting past educational events appropriately.