چکیده:
Certainly, here is a professional translation of the provided text into English, using "HIKMAT" for "حکمت": This essay critically examines current approaches to educational management in Iran, arguing that this field, influenced by mere imitation of imported models, has lost its epistemological and cultural identity. Educational management in Iran, instead of drawing upon the deep heritage of Iranian HIKMAT – which views education as an existential and spiritual process – has been confined within mechanical and functional frameworks that are incapable of understanding the cultural needs of Iranian society. The essay emphasizes the necessity of a creative integration between Iranian HIKMAT and global knowledge, arguing that only through this approach can a management system be created that is both rooted in Iran's cultural and philosophical values and effectively interacts with contemporary global knowledge to cultivate creative, critical, and wise individuals. By opening a new perspective, the essay demonstrates the need for a constructive connection between instrumental knowledge and HIKMAT. Concurrently, it addresses the vital question of how to design a management system that maintains national identity while engaging in dynamic interaction with the world. The core message of the essay is that overcoming the current crises in Iranian educational management is only possible through the recreation of a dialogue between science and HIKMAT; a dialogue that transforms the Iranian education system into a platform for meaning, innovation, and transcendence.
خلاصه ماشینی:
Possibility of Iranian Educational Management: Transition from Managerial Appropriation to Iranian Wisdom Seyyed Mohammad Norouzian Amiri1* Abstract: This essay critiques the current approaches in educational management in Iran and demonstrates that this field, under the influence of mere imitation of imported models, has lost its epistemological and cultural identity.
The aforementioned essay emphasizes the necessity of a creative integration between Iranian wisdom and global knowledge and argues that only through this way can a managerial system be created that is both rooted in the cultural and philosophical values of Iran and, through effective interaction with contemporary global knowledge, nurtures creative, critical, and wise individuals.
However, today's educational management in Iran, instead of utilizing this heritage, has fallen into the trap of appropriated concepts and, with a purely superficial and functionalist nature, not only fails to meet the fundamental needs of Iranian society but has also become a factor in the emergence of an identity crisis in education and national culture.
Finally, the conclusion of the essay proceeds to provide a path for integrating global knowledge with Iranian wisdom and emphasizes that rethinking the management system in Iran is not only a historical necessity but also a need for reconstructing educational identity.
The answer to the main question of the essay shows that Iranian educational management can transition from mere imitation of imported models and achieve a wisdom-based system, provided that it can establish a critical interaction between global knowledge and indigenous heritage.
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