Abstract:
Due to the idea of Islamization of humanistic sciences after the Islamic revolution in Iran, the concept of identity found new dimensions in the eyes of revolutionary policymakers and a sense of skepticism gradually grew regarding the impact of common educational policies on shaping learners’ identity. Therefore the discovered threat was responded by designing local regulatory plans such as the Fundamental Reform Document of Education (FRDE) to meet various ends among which planning for shaping learners’ identity was the most prominent one. Thus, this study employed a qualitative approach and used techniques based on content analysis and grounded theory to study how identity is envisioned in FRDE, using MAXQDA software, FRDE was analyzed, then extracted items were coded and categorized in different affinities and finally five main themes appeared as the model of practicing national identity in FRDE namely a) The Nationwide b) The Islamic c) The Social d) The Individual and, e) The Global.
پس از انقلاب اسلامی و با ظهور نظریه اسلامی سازی علوم انسانی نظیر روانشناسی، جامعه شناسی و علوم تربیتی و تقابل با برخی مفروضات این علوم در حوزه های مختلف از جمله مفهوم هویت و فرآیند شکل گیری آن درفراگیران، سیاستگذاران لزوم ایجاد تغییرات گسترده در سیاست های آموزشی و تربیتی را بیش از پیش حس کردند و در جهت نیل به این هدف پس از سه دهه دست به تدوین سند تحول بنیادین آموزش و پرورش زدند. این سند در تمامی شئون آموزشی و تربیتی و علی الخصوص تبیین عناصر هویتی دانش آموزان نقش اصلی را بازی می کند. به همین جهت مطالعه حاضر با استفاده از رویکرد کیفی ، روش بررسی محتوا و نظریه زمینه ای سعی در روشن ساختن عناصر هویت و فرآیند هویت یابی فراگیران از دیدگاه سند تحول بنیادین آموزش و پرورش دارد. بررسی محتوا از طریق نرم افزار مکس کیو دی ای برای هر هشت فصل سند تحول انجام شد و پس از استخراج آیتم های مربوطه و دسته بندی آنها نهایتا پنج سطح اصلی هویت شامل الف) ملی ب) اسلامی ج) اجتماعی د) فردی و ی) جهانی مشخص شد. هر کدام از این سطوح از اجزای مختلفی تشکیل شده اند که در مجموع مدل هویت یابی فراگیران از نگاه سند تحول بنیادین به عنوان نقشه راه دستگاه های آموزشی و تربیتی را به خوبی توضیح می دهد.
Machine summary:
ir/ Iranian Evolutionary and Educational Psychology Journal IEEPJ Investigating the Elements of Identity and the Process of Learners’ Identification in the Fundamental Reform Document of Education: A Qualitative Study Ehsan Mohammadinejad, Rahman Sahragard* Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University, Shiraz, Iran * Corresponding author’s Email: rahman.
(2015) stated that FRDE, the main regulatory educational document, does not see identity as a fixed concept but affected by the social circumstances, they suggested that the identity in the FRDE has three main aspects 1) Islamic 2) Iranian and 3) Modern It is worth mentioning that although a number of scholars have investigated the FRDE (Mohammadzadeh & Foroughi Abari, 2017; Rahbari et al.
To collect the required data as to learners’ identity in the context of Iranian general education system, the researchers drew upon the FRDE as the main educational document aiming at changing educational paradigms approved in 2011 by the supreme council of Cultural Revolution and passed on by Ayatollah Khamenei in order to be enacted by the governing bodies of the Islamic Republic of Iran.
Chapter five; Goals; article 2: Promotion of the role of the general formal education system and the family in the country’s progress and development, dissemination and edification of the public culture and paving the ground for scientific strength and reference, the evolution of Islamic–Iranian civilization in line with the realization of the global Mahdavi Just Community with an emphasis on gaining religious, political insight, deepening of knowledge, commitment to ethical values, loyalty to the Islamic Republic of Iran’s ruling system.