Abstract:
This paper is a historical narrative of Maktabkhane education in Iran. Before the emergence of the first new schools in Iran, the education of children was Maktabkhane-based. Maktabkhane education has been the predominant education of children in Iran for many years. With the emergence of new schools in the middle of the Qajar period, Makatbkahne education gradually declined.Understanding the method and style of Maktabkhane education can provide a deeper understanding of the history of children's education to those interested in education. This article uses a descriptive historical method. The data was collected using available documents. This article describes the conditions for establishing a Maktabkhane, the purpose of education, the method of admitting students, the curriculum and the method of teaching and evaluation in maktabkhane. Finally, the method of Maktabkhane education is critically reviewed.
Machine summary:
Curricular subjects such as religious and literary content, methods based on memorization and repetition of material for the purpose of learning, calligraphy, maintaining discipline, respect for the teacher, and the necessity of corporal punishment, are topics that were common in the Maktabkhana education system, and these topics are reproduced and implemented in a different way in modern schools.
Efforts have been made to describe and narrate, through these examined documents, the conditions for establishing a Maktabkhana, the goal of Maktabkhana education, the conditions for children entering these educational centers, the curriculum of Maktabkhanas, the method of teaching and instruction in Maktabkhanas, and the manner of evaluation in Maktabkhanas.
"At the end of each stage of education, such as reading Surah Al-Fatiha, completing the Quran, or on the occasion of upcoming holidays, the Maktab-dar expected gifts from the parents of his students; and since all these helps were not enough to secure his livelihood, while being engaged in teaching, he would undertake other tasks such as legal writing, book copying, writing petitions, writing prayers, and the like" (Siddiq, 382:1354).
Thus, there was no specific official institution to supervise the educational activities of the Maktabkhanas, and anyone who graduated from the religious schools of that time could establish a Maktabkhana in a neighborhood and teach reading, writing, some Quranic verses, and literary poems to his students.
Furthermore, few research works in the field of general education and training have addressed the difference between Maktab-khana education and school-based education in Iran.
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