of cultural inadequacy--the notion that the ways and accomplishments of Persia were somehow inferior to the ways and accomplishments of the West--was experienced by both students attending the now secular public schools in Iran and by Iranian students educated in Europe.
In the early twentieth century, feelings of cultural inadequacy produced a spirit of Nationalism and lead to reforms in government and education. However, these reforms did little to assist traditional schooling advocates because said schooling was Islamic and Islam was increasingly viewed as the religion of an invading force which had supplanted the traditional religion of Persia (Zoroastrianism).
As the century progressed and Reza Shah came to power (from 1928 to 1941) the educational system grew more and nationalistic and Westernized. There developed an extensive system of public secondary schools, state exams and certification procedures, specialized military and technical schools, and other western educational practices. More and more Reza Shah used the educational system for veneration of the national culture (not Islam) and for veneration of Reza Shah himself. Under this influence, the system became rigidly nationalistic and anti-cleric.
When Mohammed Reza Shah seceded his father he made an insincere attempt to ameliorate the concerns of those advocating traditional ways and education but soon followed this with an intensification of Reza Shah's policies. Under Mohammed Reza Shah, the nationalistic perspective became totalitarian. The Shah did more than ignore traditional groups. He banned religious processions and demonstrations, and no longer respected Shrines as places of refuge. He used his army and secret police to brutalize, torture and murde
...