Philosophy of Education
Maryam Ghafarzadeh; Mohammad Hasan Mirza Mohammadi; Akbar Rahnama; Masud Safaei Moghadam
Abstract
Sarah Roddick, a feminist ethicist, proposed the maternal thinking approach. Based on this approach, the maternal voice can be heard. Roudick's analysis showed a strong link between care ethics and maternal ethics. Roudick's philosophical work laid the groundwork for raising children from a feminist ...
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Sarah Roddick, a feminist ethicist, proposed the maternal thinking approach. Based on this approach, the maternal voice can be heard. Roudick's analysis showed a strong link between care ethics and maternal ethics. Roudick's philosophical work laid the groundwork for raising children from a feminist perspective of peace. In his view, mothers' actions are respected as peace. However, mothers do not have a pre-prepared model for performing maternal actions and their care is accompanied by compassion and love. For many men and women, the maternal model can be a symbol of care and shape the experience and work of caring. In the relationship between mother and child, ethics Care largely goes beyond analysis and reasoning and is related to maternal activities. As a provider of motherly thinking, Ruddick emphasizes that motherly action involves different ways of thinking and acting.In order to achieve the goals of the research, analytical (conceptual) and inferential methods were used appropriately. In order to answer the second question of the research, from the deductive inferential approach to the inference of educational meanings.Data analysis showed that in education based on loving and motherly thinking; The general goal of education is "peace education". In this approach, the teacher has characteristics such as: love, reflection, the ability to wait, attention, awareness, moderation and humility. The capabilities are unlimited. The educational environment should also be an environment with security, vitality and freshness. The motherly thinking approach has the potential to be considered as a model in social and educational relationships.Accordingly, first, the maternal thinking approach was analyzed and its basic elements were examined. Maternal ontology is a kind of communication and experience is the basis of its epistemology in which thinking and action are necessary and necessary to each other. Maternal ethics is based on another preference on itself. Three goals are protection, growth and education (social acceptance). From the point of view of maternal thinking, mothers use the principle of love in performing caring roles. Attention love is protective love (maintenance love), Scrutiny Love ،love and humility.
Philosophy of Education
Hamid Ahmadi Hedayat; Mohsen Farmahini Farahani; Saeed Zarghami
Abstract
Introduction: The main purpose of current research is to explain the post-phenomenology in training and learning, with emphasis on the concepts of multistability and transparency. Phenomenology has faced different perspectives over time and Ihde in his later prespective has presented a new look at post-phenomenology ...
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Introduction: The main purpose of current research is to explain the post-phenomenology in training and learning, with emphasis on the concepts of multistability and transparency. Phenomenology has faced different perspectives over time and Ihde in his later prespective has presented a new look at post-phenomenology and has emphasized on the components of phenomenology. In his view, Phenomenology deals with the relationship among man, world and technology. The Post-phenomenology studies examine the relation of users with humans and technology, and this, according to Ihde, is a way of doing phenomenology rather than discussing it, and thus he introduces technological case studies. Method: To achieve this goal, conceptual analysis and inductive methods have been used. The method of answering the first question (what explanation of the post-phenomenology in technological studies can be presented?) is a kind of Conceptual analysis method called "concept interpretation" that seeks to provide an explicit explanation of the meaning of a concept by explicitly explaining the relation of this concept to other concepts and also describing that concept in terms of actions and human perceptions. In answering the second question, (the implications of post-phenomenology with emphasis on the concepts of multiplicity and transparency in teaching and learning), it is tried to use the inference method. "In this method, it is assumed that any philosophical system, can entail an educational theory, therefore, it provides necessities and prescriptions for proper adjustment of educational environments. Results: This approach can be useful if we want to deeply study how the experience and perception transformation of teachers and students in using educational technologies. Post-phenomenology has “different flavors” for all of the scholars who enter this field. Hence, the path to other researches in the field of modern educational technologies and philosophical scrutiny is open with this approach, and scholars can achieve valuable results with the help of developed concepts in this philosophical approach. Discussion: Many concepts have been formed in the field of post-phenomenology, in which the emphasis is on two major concepts of "multistability" and "transparency" and its implications for training and learning. In this regard, the most important implications of the concept of multistability can be the development of the correct technological habits, limiting the students to the prevalent use of technology, very short rest periods, and the implications of transparency for the enhancement of skills in the use of technology, repeat and practice for normalization, and use of automated training technologies.
Philosophy of Education
Marzieh Aali
Abstract
Abstract This article reviews the history of education in the field of search and conditions of formation of modern educational processes is based on relationships power - knowledge at the thought of Michel Foucault. Therefore, in this study, in the first step, cultural and social development of modern ...
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Abstract This article reviews the history of education in the field of search and conditions of formation of modern educational processes is based on relationships power - knowledge at the thought of Michel Foucault. Therefore, in this study, in the first step, cultural and social development of modern education in Iran is based on documents and evidence has been criticized, and in the second step, removed teaching practices and traditional knowledge in the modern education system is described. The first step is the result of research has shown that the process of modernization, through factors such as uniform, monitoring and panoptic structure between traditional education and indigenous traditions and Islamic values and has caused a lot of educational process has been removed and then in step two the research results showed that the underlying structures of modern Iranian educational system, such as Religion, diversification of educational content and avoid the construction of separate of age groups and content, change in attitude towards evaluation and change the order of evaluation approaches to the individual and the skill, to change the school and the terms of debate architecture, issues that should be revived.
Philosophy of Education
shahdad abdollahikhanghah; Yahya Ghaedi; saeed zarghami; ramazan barkhordari
Abstract
Introduction According to deconstructive genealogical hypotheses, the transformation of concepts is not only not the result of development of science in fields of knowledge such as psychology and social science, but also indicates that such an developments are the result of historical and common events ...
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Introduction According to deconstructive genealogical hypotheses, the transformation of concepts is not only not the result of development of science in fields of knowledge such as psychology and social science, but also indicates that such an developments are the result of historical and common events occurring in the course of transformation. On the basis of this presupposition, the main aim of this study is to explain events, developments and processes that form the concept of elite student and deconstruct the concept in order to explain the marginalized possibilities in students’ life in educational system the contemporary of Iran. Method The method in this research is genealogy. In genealogy, the objective is to discern how a problem or a fact came about in history. Results Finally, in both Shahab and sampad plans, background factors and power relations play a role in the evolution of the concepts. Discussion That indicated the most important discursive formations in this period of time are Shahab and Sampad plans in the contemporary Iran. The first impression that the analysis of genealogy of an elite student gives us is the macro layers that fill the gaps between two formations. The most important factor is the deconstruction of “intelligence” and addition of the sociological concepts to elite students’ training. To this effect a diversity can be noted in social arenas and different dimensions of giftedness in its current formation i.e. Shahab plan. Although more important matter in accordance to genealogy is the analysis of genealogy based matters on non-discursive factors, which indicates that the revolution is not only not the result of development of science in fields of knowledge such as psychology and social science, but also indicates that such an improvement is the result of historical and common events which have occurred in the middle of the path of improvement. Some significant and obvious events which can be mentioned here are brain drain, economic crisis in Iran, change of economic concepts, the inappropriate population density of special instructions for elite students and the reduction of the population of students. Key words: Elite students, genealogy, the contemporary educational system of Iran, non-discursive factors, discursive formation
Philosophy of Education
Roohollah Karimi
Abstract
Introduction When we discuss of moral education from the Aristotle view it comes to our mind one of the important theory namely " habituation theory". The concept of habituation as a lenghthy learning process that results in a kind of social and operational condition of the individual by bothe the immediate ...
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Introduction When we discuss of moral education from the Aristotle view it comes to our mind one of the important theory namely " habituation theory". The concept of habituation as a lenghthy learning process that results in a kind of social and operational condition of the individual by bothe the immediate and the broder social environment into which the individual is embedded. Method The purpose of this article is a philosophical critique of habituation as the most prominent aspect of moral education in the Nicomachean Ethics basedon Tusi's interpretation. To achieve this goal, the method of content analysis and logical deduction was used. Results It was shown that although Tusi's interpretation, because of its emphasis on the part of the will in the process of habituation, cannot be called mechanical interpretation, there are still serious differences, like mechanical interpretation, between Aristotle's habituation in Nicomachean ethics and Tusi's habituation in Nasirean Ethics. Discussion I first try to elaborate mechanical interpretation, since in many cases commentators of Aristotle have considered the traditional interpretations containing Tusi's asmechanical interpretation. I try to show that mechanical interpretation is based on the principles of behaviorism, and we can’t attribute this interpretation not only to Aristotle, but to his traditional commentators like Tusi, because behaviorism refuses to acknowledge the internal workings of persons containing the will, which confirmed by Aristotle and his traditional commentators. This is while an important feature in Tusi's interpretation is to emphasize the will and strengthen it. The role of the will in Tusi's interpretation is so important that we can consider other parameters of his moral education as punishment and encourage, practical training, austerity, modeling and etc. to strengthen the will in trainee. Although mechanical interpretation cannot be attributed to neither Aristotle nor Tusi, Tusi's habituation in Nasirean Ethics isn't the same Aristotle's habituation in Nicomachean ethics. At least two major criticisms are made on Tusi's reading. First, since the will has intentionality, and virtuous acts can't be separated from certain situations, the reinforcement of pure will cannot be achieved. Secondly, Tusi doesn’t pay sufficient attention to phronesis, while it has very important role in the Nicomachean Ethics, as far as Aristotle says virtue cannot exist without phronesis. It causes the portion of reason and rational education in moral education in Nasirean Ethics is less than the Nicomakhean Ethics. In the end, it is tried to show that the interpretation of Nasir al-Din is rooted in the sharp separation of the powers of the soul, which is influenced by the separation of the material universe from the universe of ideas in Neoplatonism, which is not confirmed by Aristotle.
Philosophy of Education
narges sajjadiyeh; Somayeh Surani
Abstract
Human being has been thought to emancipation with education. Among these, discussion about method of education has been one of the challenges of educational action. One of the popular educational methods is habit which many philosophers and educationalists concern about. In Plato's book and Aristotle's ...
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Human being has been thought to emancipation with education. Among these, discussion about method of education has been one of the challenges of educational action. One of the popular educational methods is habit which many philosophers and educationalists concern about. In Plato's book and Aristotle's works we can find some views about it. This paper aims at a comparative analysis between these views. Our findings indicate us that the concept of habit for Plato is different from Aristotle. While Plato considers habit as a neutral things, Aristotle identifies it as a positive matter. On one hand, Plato sees habit in the moral and spiritual context. َOn the other hand, Aristotle applies habit in vocational education too. Consequently, we can say that Aristotle justifies habit deeper than Plato. While in childhood teacher evaluate the content of habit with reason, In adulthood, individual, herself does this evaluation. in both views habit should be coherent with reason
Philosophy of Education
A Mosavi; P Valavi; J Hasshemi
Abstract
Thisstudy attempts to investigate teachers’ experience as educational philosophers based on theexperiences of elementary school teachers. Research method is qualitative. The population consisted of all elementary school teachers of Ize City. The samplesize was not determined in advance, but, using ...
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Thisstudy attempts to investigate teachers’ experience as educational philosophers based on theexperiences of elementary school teachers. Research method is qualitative. The population consisted of all elementary school teachers of Ize City. The samplesize was not determined in advance, but, using a purposive method, samplingcontinued to the point of saturation which occurred after interviewing fortysubjects (participants) who were willing to beinterviewed. Semi-structured interviews were used to collectthe data.Data from the interviews were analyzed based on van Manen’sphenomenological method. The gathered data were analyzed in order to explainthis lived experience. Then theresultant processed findings were returned to participants for validation. Thefindings include 20 themes which were categorized in 4 major axes. The firstaxis comprising major tasks of the teacher included 7 themes: goal setting, friendly relations, and attention toindividual differences, motivating, strengthening team spirit, strengtheningaccountability, and assessment of students. The second axis under the title offostering critical thinking subsumes 5 themes: creating a challengingenvironment, posing the question or issue, opportunities forcontemplation and reflection, participatory methods and criticism. The thirdaxis covering creative thinking includes 6 themes: discovery methods, creatingopportunities for practical activities, encouraging students' creativity,creative patterns, and creative curiosity. In the fourth axis called deepeningof knowledge 2 themes were identified: research and teaching aids. Sinceit is the teacher that copes with the actual conditions of teaching and hasfirst hard knowledge of students’ interests, demands needs and abilities, hecan provide grounds for an autonomous learning process. Also, if the teacher isto be successful in teaching thinking, he should be a philosopher - teacher whocan make use of all the factors that support the cultivation of criticalthinking in students.
Philosophy of Education
M.H. Mirzamohammadi
Abstract
This research was an attempt at comparing Farabi’sand Heidegger’s views on being and their implications for education. Based on the researchobjective, four researchquestions were formulatedas follows: What are Farabi's innovations in the interpretation of Being inIslamic philosophy? What ...
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This research was an attempt at comparing Farabi’sand Heidegger’s views on being and their implications for education. Based on the researchobjective, four researchquestions were formulatedas follows: What are Farabi's innovations in the interpretation of Being inIslamic philosophy? What are Heidegger's innovations in the analysis of Beingin western philosophy? What are the commonalities of and differences betweenthe views of these thinkers regarding being? What are the implications of theresults of this comparison for education? The methodology used was descriptive – analytic(comparative analysis) and deductive. The findings show that themain commonality of Farabi’s and Heidegger’s points of views about Being isreturn to Being (existence) as against existents. Of course, for Farabi, Beingis hierarchical and value – laden. Also education for both Farabi and Heideggercomsists in the realization of Being. Of course, for Farabi, the ultimate Beingis God's being, whereas for Heidegger it is the ‘self’ that is consideredimportant.
Philosophy of Education
babak shamshiri; mohammad mazidi
Abstract
The religious intellectualism, resulting from thereligious confrontation with modernity, has become one of the most contentious,though influential, approaches in the contemporary Islamic world. Thisphenomenon has also given rise to many controversial debates among the scholarssubscribing to different ...
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The religious intellectualism, resulting from thereligious confrontation with modernity, has become one of the most contentious,though influential, approaches in the contemporary Islamic world. Thisphenomenon has also given rise to many controversial debates among the scholarssubscribing to different theoretical and ideological orientations. These orientations have provided grounds forthe religious intellectualism in Iran to be labeled as different intellectualwaves such as Islamic revival, Islamization of knowledge with its very recenttrend recognized as an epistemological and philosophical orientation. Therecent religious intellectualism in Iran claims to possess the ability to adaptreligion to modernity and its components such as citizenship. The main purposeof this study, first, was to verify the possibilities and capacity of therecent religious intellectualism so that a program for educating appropriatecitizens could be drawn up. This research was conducted under a qualitativeparadigm using a descriptive-interpretive approach to analyze the data. Theresults of the study reveal that the current intellectualism in Iran, with allof its pre-suppositions and principles which prioritize epistemology overontology has been able to adapt itself, in many cases, to the assumptions ofmodernity and modern citizenship thus making provisions for the realization ofthe modern citizenship training.
Philosophy of Education
ali karimi gildeh; alireza sadeqzadeh; mahdi sajadi; khosro bagheri
Abstract
In recent decades interpretive approaches overcome the explanatory approaches in educational researches and this fact has led some experts to consider the achieve ment of objectivity in educational research impossible. The aim of this study is to investigate the possibility of achieving objectivity in ...
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In recent decades interpretive approaches overcome the explanatory approaches in educational researches and this fact has led some experts to consider the achieve ment of objectivity in educational research impossible. The aim of this study is to investigate the possibility of achieving objectivity in empirical research in education and, subsequent to an investigation of the viewpoints of positivists, post positivists and the Reconstructionist approach, an attempt is made to answer this quetation from the perspective of the rational reconstruction of Habermas. The method of this research is deductive comparative. The findings suggest that consideration of the universal normative structures provides the educational researcher with a possibility of objectivity in interpretation. In this way, researchers can integrate approaches to interpretation with these of explanation. This secures an objectivity of reconstructive educational approach via internal impartiality; this distinguishes this approach from the positivist and post positivist approaches which invoke external impartiality research. At the end, the challenges and limitations of this type of objectivity in Educational Research have been examined and critically discussed.
Philosophy of Education
S Kiyarsi
Abstract
Thesignificance of media awareness in Iran’s public schools is crucial in helpingChildren comprehend the visual media world in which they live. The world iscurrently a place where our youth are inundated with visual messages that areto be received, interpreted and critically analyzed. The aim of ...
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Thesignificance of media awareness in Iran’s public schools is crucial in helpingChildren comprehend the visual media world in which they live. The world iscurrently a place where our youth are inundated with visual messages that areto be received, interpreted and critically analyzed. The aim of this study wasto investigate the effects of the philosophy for children program on awarenessof media Violence and stereotypes in popular media of fifth grade elementaryschool students (Boys) of Dezful. A random sample of 50 fifth grade boystudents participated in this study. Experimental group participated for 20sessions in the community of inquiry to discuss their favorite media contentsuch as games to be aware of the phenomena of media violence and gender andsocial stereotypes. The control group subjects did not receive training. Thefindings of this investigation showed that utilizing philosophy for childrenprogram has a positive effect on awareness of media Violence and gender andsocial stereotypes.
Philosophy of Education
Abstract
The aim of this paper was to study elitism in education. The main ground of manifestation of elitism, and the effects that theoreticians of elitism may have on this process were studied. Moreover, the bad effects of elitism on education was considered. The research was accomplished using an analytical ...
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The aim of this paper was to study elitism in education. The main ground of manifestation of elitism, and the effects that theoreticians of elitism may have on this process were studied. Moreover, the bad effects of elitism on education was considered. The research was accomplished using an analytical method in two parts: at first, dealing with effects of the elitism in higher education with an emphasis on virtue based education, developing particular schools, and presenting totally different teachings for nurturing leaders and followers. In second part, we have tried to analyze the injures of education raised from elitism. Based on the research findings, some of the injures are marketized education, spreading of inequality in education, and decreasing in considering the Humanities and art.
Philosophy of Education
A Sattari; F Yazdani; A Farazi
Abstract
The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey ...
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The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university. The aim of this article is survey on Habermass comminicative act theory and its elements and guides in higher education and university.
Philosophy of Education
maryam papazadeh; seyyed jalal hashemi; parvane valavi
Abstract
The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking ...
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The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking of Facione components. In the analysis, contents of 75 M.A. dissertations and Ph.D. theses were studied. The results showed that in M.A. dissertations the critical thinking skills have been used us follows: categorizing with 10.40 percent, analyzing reasons, design, and developing the result each with 9.90 percent , identifying the discussions and the reasons with 9.72 percent , testing the ideas, examining and questioning about the evidences, and stating the results with 9.55 percent , exploring and clarifying the meaning with 9.38 percent ,hypothesizing about the substituent results with 5.46 percent , and justifying and explaining the process of working with the 4.95 percent, presenting and clarifying the reasons with 4.78 percent , assessing claims and arguments with 4.43 percent , and self-examination with 2.39 percent, had the highest and the lowest frequency. In Ph.D. theses, the ability of stating the results and clarifying the arguments with 7.38 percent, and, exploring and clarifying the meaning and testing the ideas with 6.25 percent and other skills with a same ratio with 7.95 percent were observed. The results of qualitative content analysis also indicated that while researchers have tried to work on critical skills, but this practice has not been done in an appropriate manner, according to Facione′s view.
Philosophy of Education
mehrnoosh hedayati; hamed mahzadeh
Abstract
This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage ...
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This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage cluster random sampling, 60 students randomly were selected and assigned in the experimental and control groups. Initially, both groups completed the revised Social Problem Solving questionnaire (SPSI-R) in the pretest phase. After, the “Philosophy for Children” program was performed in 12 ninety-minute training sessions for the experimental group. The control group did not receive any training. In the end of this intervention, posttest was performed on participants of bouth groups. To analyze the data, covariance analysis (ANCOVA) was used. Results indicated that the "Philosophy for Children" program increased significantly RPS, AS, ICS, PPO and NPO components in social problem solving skills.
Philosophy of Education
narges sajjadiyeh; saeed azadmanesh
Abstract
Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as ...
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Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as an academic discipline. To gather students’ viewpoints, we use semi-structured interviews and to analyze their responses, we apply thematic analysis method. A sample of 11 postgraduate students and 6 PhD students who are studying philosophy of education at Tehran University participated in this study. Findings of this paper demonstrate that the basic functions of this discipline can be classified in two functions include social functions (with ) and individual functions (18Items).The most basic social functions are: “macro policy making of formal educational system”, “proposing measure, criticism and analysis of educational space”, “inspiration for solving educational problems” and “deriving educational implications”. The most important individual functions are: “thinking and coherence of thought”, “changing attitudes and extent of their sight”.
Philosophy of Education
Afrouz Khoshkhahad; Kazem Barzegar
Abstract
The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. Methode: The study sample consisted of 2180 M. A students of Yazd university that 360 person were selected random cluster as a sample according ...
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The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. Methode: The study sample consisted of 2180 M. A students of Yazd university that 360 person were selected random cluster as a sample according to the Morgan-Krejcie table from the faculties of Humanities, Science and engineering. To measure the variables of the study three questionaires were used: Schommer’s epistemological beliefs questionaire with five dimensions of simple assuming of knowledge, definite assuming of knowledge, source of knowledge, innate assuming of learning ability and quick assuming of learning process., Eigenberger and sealander’s student anti-intellectualism scale and Ricketts’ critical thinking disposition inventory with three dimensions of innovativeness, maturity and engagement. The data was also analyzed using Pearson correlation and stepwise multiple regression. Results: The results showed that epistemological beliefs and anti-intellectual beliefs had a negative significant relationship with the critical thinking disposition. The results of multiple regression analysis was also showed that among the dimensions of the epistemological beliefs, source of knowledge with a positive beta (0.106), definite assuming of knowledge with beta (-0.11) and innate assuming of learning ability with beta (-0.23) predicts thecritical thinking disposition negatively. Anti-intellectual beliefs with a negative beta (-0.37) has a role in prediction of the critical thinking disposition. Generally, findings of the present study shows that it is necessary to identify the role of epistemological beliefs and recognition of the anti-intellectual beliefs in the quality of critical thinking disposition’s students.
Philosophy of Education
mohammadreza alaam; bahareh biseda
Volume 21, Issue 2 , December 2015, , Pages 253-274
Abstract
With the incidence of wars between Iran and Russia at Fath-Ali-Shah’s reign, and the frequent defeats of the Qajar’s army, the Iranian politicians, statesmen, and the elite. Had to face the questions concerning the causes of those defeats: tried hard to find answers to those qiestopms. Abbas ...
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With the incidence of wars between Iran and Russia at Fath-Ali-Shah’s reign, and the frequent defeats of the Qajar’s army, the Iranian politicians, statesmen, and the elite. Had to face the questions concerning the causes of those defeats: tried hard to find answers to those qiestopms. Abbas Mirza and his wise Chancellor, Ghaem Magham, were concerned with the situation more than others. Their efforts led to the decision of sending students to the West. Upon the failure of that action the next Iranian Chancellor, Amir Kabir, decided to take new measures. After deliberating about the causes of the defeats and evaluatiny the short comings that brought about those defeays, he decided to establish Dar- Alfonoon (a polytechnic college) in ehran. This was intended to replace the act of sending students to the West for studey. Amir had come to the conclusion that, compared to Europe, the reason for the failure and backwardness of Iran were due to the weakness of Iran in the field of military industry and other crafts.
