Document Type : Research Paper

Authors

• Ali Noferesti ¹
• Bakhtiar Shabani Varaki ²
• Rezvan Hosseingholizadeh ¹

¹ Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

² Department of Foundations of Education, Faculty of Education and Psychology, Ferdowsi University of Mashhad

Abstract

Introduction
The educational organization, a crucible for managing teaching and learning processes across the annals of human societies, has undergone two distinct epochs marked by the Industrial Revolution since ancient Greek times. In the contemporary era, amidst the ramifications of the Industrial Revolution, the educational organization grapples with challenges, prompting a critical reexamination of its conceptual underpinnings.
Method
This study embarked on an exhaustive exploration of the developmental trajectory of the educational organization concept from ancient Greece to the present through meticulous document reviews. Subsequently, employing a conceptual analysis method, a novel perspective on the educational organization emerged.
Result
The investigation traces the evolutionary phases of the educational organization, unveiling two historical periods characterized by turbulence and dependence. In the pre-industrial revolution era, the educational organization lacked distinct characteristics, and education was dispersed among various institutions and individuals. Post-industrial revolution, under the influence of management theories and organizational structures, the educational organization assumed a more defined form. An alternative interpretation of the educational organization is posited using the neurophenomenological approach to learning and cognition.
Discussion
In our redefined paradigm, the "place" element expands in both environment and society, "time" sheds its constraints, the definition of the "learner" becomes contingent on learning conditions, paths, time, and place, and the concept of the "teacher" transcends a mere human role to encompass anything facilitating the learning process. The "teaching-leadership method" undergoes a transformation from static to dynamic, monophonic to polyphonic, and centralization to decentralization. The innovative educational organization aspires to reintegrate the elements of "humanity" and "life" into the educational realm.
This study contributes to the ongoing discourse on educational organization evolution by presenting a nuanced perspective that accommodates contemporary challenges. The proposed redefinition, drawing from neurophenomenology, opens avenues for dynamic, inclusive, and decentralized educational practices, fostering a holistic approach that prioritizes the fundamental elements of "humanity" and "life" within the educational sphere.

Keywords

• educational organization
• organization's shadow era
• dependence era
• enaction era

Main Subjects

• Educational Management