Abstract:
This paper seeks to analyze the debate of two models in educational management, the discipline-centered and knowledge-based tradition, with an emphasis on the structural and modality differences between Daneshsar and Farhangian University, according to Michel Foucault's view of discipline and correction policies. In this paper, the qualitative and in particular the Grounded theory are used, and through in-depth and focused interviews, 43 experienced disciplinary teachers have been studied. The findings of this research, on the one hand, emphasize on the cultural, social, historical and academic necessity, the transition from the Daneshsara tradition to the modern academic tradition, suggest the educational planners and practitioners review the teacher education policies. On the other hand, the officials of the newly found university have urged to strive to establish and institutionalize a scholarly academic tradition, especially warn them with regard to the continuation of the Daneshsara tradition in the new university format. This research finally sees the establishment of the University of Farhanfian as a kind of breakthrough in the development of discipline-based knowledge, which itself is rooted in the biological and ontological developments of contemporary Iranian people in the third decade of the Islamic Revolution.
Machine summary:
A Qualitative Study on the Necessity of Transitioning from a Discipline-Oriented Pattern to a Knowledge-Oriented Pattern in Farhangian University Farhangian University Rashid Ahmadrash 1* Abstract This article aims to analyze two models of educational management, including the discipline-oriented tradition and the knowledge-oriented tradition, with an emphasis on the structural and substantive differences between teacher training institutes (Danesh-sara) and Farhangian University, based on Michel Foucault's perspective regarding disciplinary matters and punitive policies.
The findings of this research, on one hand, while emphasizing the cultural, social, historical, and academic necessity of transitioning from the Danesh-sara tradition to the modern university tradition, invite educational planners and those involved in teacher training policies to scientifically critique and analyze the historical discourse of the Danesh-sara tradition; and on the other hand, encourage the officials of the newly established Farhangian University to strive toward constructing and institutionalizing a knowledge-oriented university tradition, specifically warning about the continuation of the Danesh-sara tradition within the new university format.
Ultimately, this research considers the establishment of Farhangian University as a type of escape and transition from the discipline-oriented Danesh-sara structure, which itself is rooted in the biological and ontological transformations of contemporary Iranian humans, especially the new generation of teachers.
In this research, the punitive and disciplinary policies in the Danesh-sara tradition are considered based on five main categories: time-management policies, sexual relations, body management, educational structure, and spatial pattern; which are derived from individual interviews and their lived experiences.
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