Education System in Iran

Education, Modernization and Nationalism in Iran: Publication

Afzal's article discusses the history of education in Iran as one of struggle between the forces of Islamic culture and Nationalism fostered by Western secularism and ethnocentrism. He notes that after the conquest of Persia, in the 7th century A.D., by the Arabs, the education of Iranians was invested in Islamic schools.

At the elementary level, schooling consisted of learning simple scriptures and doctrine of the Quran. At the secondary level, however, there was an intensification of religious learning as well as instruction in math, astronomy, chemistry and medicine.

Traditional schooling was characterized by: (1) strict and severe discipline as well as austere conditions; (2) a lack of tuition with schools being supported by private endowments; (3) non-uniformity of teacher certification (if a scholar felt a student was ready to teach, he gave him permission to do so); (4) varying amounts of student stipends; and (5) an emphasis on intellectual debate which, over the years, deteriorated into rote

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; these include objectives, rationale, history, theory, applications and roles. Educational objectives are said to have consistently been those of: (1) producing citizens with skills , knowledge and ability to function in American society; and (2) providing opportunities for all American children to learn these skills, knowledge, and abilities. In other words, the system is democratic and has lived up to this objective by educating, over the years, a larger and larger segment of the population. Ignas notes that despite criticisms of the system, especially in modern times, neither the objectives nor the democratic rationale generating these objectives has changed. Ignas reports that from the historical perspective, American schools were not democratic but rather elitist and church-affiliated. Compulsory education at the elementary level as well as the age-graded classroom began around 1850 in Massachusetts and was completed in 1918 when Mississippi became the last state to pass compulsory education laws. Universal secondary education was not finalized until the 1940s. The result was, according to Ignas, an evolution of the system into a complex of age-graded, multi-roomed schools overviewed by state-run bureaucracies. Sy
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Approximate Word count = 1852
Approximate Pages = 7 (250 words per page)

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