A Comparative Study of Education Goals From Brezinkas Perspective and The Theoretical Premises of The Fundamental Before of The Formal General Education System of The Islamic Republic of Iran

• Main Authors: Alireza Sadeghzadeh Ghamsary, Masomeh Ramezani
• Format: Article
• Language: fas
• Published: Imam Sadiq University 2015-05-01
• Series: علوم تربیتی از دیدگاه اسلام
• Subjects: education; educational objective; the theoretical principle of fundamental reform; brezinka
• Online Access: https://esi.journals.isu.ac.ir/article_57403_9151c0d8f3956d7b3c2d81d0bbc8839d.pdf
• ISSN: 2423-7396; 2538-5461

Berezinka is one of the contemporary theorists on education whose views on philosophy of education, education and most important of all, the goals and tools of education have drawn the attention of experts. On the other hand, one of the fundamental steps that has recently been taken by the Iranian Ministry of Education is reformation of the educational system which resulted in the formation of theoretical premise of the fundamental reform of the formal general education system of Islamic republic of Iran at the hands of educational thinkers. The purpose of this article is to analyze and compare Brezinkas point of view on educational goals with the fundamental reform of the Iranian educational system. To this end, the author has studied the aforementioned views and then clarified their differences and similarities. Beredy’s comparative methodology is utilized for the comparison of these two views. The finding indicates that there are similarities between Brezinka’s views and the fundamental principle of the Iranian educational reform regarding educational objectives in that both individuals and society are taken into consideration. Educational goals/ are related to other dimensions of society and different aspects of education are taken into consideration such as improvement of individual character. Moreover, some differences exist when focusing on religious dimensions of educational objective, the individual and society, compulsory and optional objectives of education, as well as the aesthetic aspects of education.