خلاصة:
The Safavid period is one of the historical periods of Iran after Islam which, despite the specific political and religious views and despite military conflicts with Iran's western and eastern neighbors, science and knowledge flourished greatly in this era. With the formation of the Safavid dynasty and the emergence of a historical unity based on Twelver Shiism, transformations occurred in the educational institutions of society. The promotion of Shiite beliefs as well as the Persian language as the common language of the people, the rise of religious scholars and consequently more attention to religious sciences, the establishment of educational spaces, the establishment and strengthening of libraries, financial support for schools, and the availability of educational facilities in some schools were among the most important of these transformations. This article aims to answer the main question of how the expansion of science and the status of the educational system in the northern coastal areas of the Persian Gulf has been, and what activities the Safavid kings have carried out in line with the expansion of science in these areas? The research method in this article is descriptive-analytical and uses library resources.
ملخص الجهاز:
In this article, the scientific and educational status of the inhabitants of the northern shores of the Persian Gulf in the Safavid era, the educational system of the southern regions including Maktabkhanehs and schools, teaching methods, auxiliary teaching tools, great figures of science and literature, educational spaces and libraries, and the policies of the Safavid kings regarding the promotion of sciences are discussed.
Education and training in the southern regions of Iran, like other points and before the emergence of modern-style schools, took place in Maktabkhanehs, where individuals engaged in learning religious prayers and the recitation and memorization of the Quran (Tajbakhsh, 1373: 391).
Although in the center of the country and Isfahan, due to the cultural prosperity of this era and the presence of scholars such as Sheikh Baha'i, Mulla Sadra, and Mir Fendreski, the prosperity of science and books was greater than in past eras, and under the influence of this atmosphere, some women, especially the daughters and families of these scholars, were not entirely excluded from this scientific prosperity and could engage in learning science (Sayfi, 1382: 64); however, this mostly pertained to the central regions of the country, and in the south of the country, the situation was not like this, and girls there also attended Maktabkhanehs to a small extent and eventually succeeded in learning literacy, reading, and writing.
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