Pathological review of the discriminatory approach to education in Iran

• Main Authors: Ali Beiramipur, Sheyda Echresh
• Format: Article
• Language: fas
• Published: Imam Sadiq University 2020-09-01
• Series: علوم تربیتی از دیدگاه اسلام
• Subjects: education; instruction; training; religious and moral values; hidden curriculum
• Online Access: https://esi.journals.isu.ac.ir/article_75569_3ff0b9c46666319c75c4a41735fe5fb3.pdf
• ISSN: 2423-7396; 2538-5461

One of the main reasons for the failure in the higher institutionalization of the education system in students is a different view of education and the separation of education from Instruction from the highest levelsto the lowest levels, ie the classroom and even In the students' transcripts. The main purpose of this study is to find the root and pathology of this problem and provide solutions to solve the educational problems caused by this problem. The present study has dealt with the pathology of the issue of separation of "education" and "upbringing" with a descriptive-analytical method and has provided solutions to solve the educational problems resulting from this separation. According to the findings of this study, the separation of these two units into two distinct streams such as education raises many theoretical and practical problems. A discriminatory view creates the misconception in the minds of the agents of the system that the work of the school and the formal and public education system in practice include two different and distinct activities. This perception leads to the rupture of educational activities and a kind of dichotomy in the activities, programs, mechanisms and inefficiencies of the system and the school, which will ultimately lead to a lack of coherence and unity in the identity and personality of students. The irresponsibility of teachers in playing their educational role, entrance exam and focusing on the central role of "education" in school processes and activities are other consequences of this discriminatory view.