Educational Sciences, Psychology, Behavioral Sciences and Physical Education
A.A. Hedayati; M. Farajollahi; N. Fazeli; M.R. Sarmadi
Abstract
Open education, in light of an amazing technological development, has transformed the educational system with changes in "educational culture" and an emphasis on the "learner-centered" principle. Since this has not been taken into account in Iran's educational system, the present article critically examines ...
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Open education, in light of an amazing technological development, has transformed the educational system with changes in "educational culture" and an emphasis on the "learner-centered" principle. Since this has not been taken into account in Iran's educational system, the present article critically examines the issue of imperfect construction of an open education system in Iran. To analyze the issue historically, a genealogical method propounded by Foucault has been applied. Genealogy explains the evolution of historical moments in their internal power relations, as Foucault says: it is a discourse which intertwines power and knowledge. The "genealogical analysis" refers to an epistemological strategy formed in various domains of history, political and social sciences. To explain the aforementioned problem, we need to focus on both traditional and modern education discourses in the discursive space of open education. In response to the main question of the article i.e., what could have caused the imperfectness of open education in contemporary Iran? The findings indicate that "neglect to scientific software and discursive aspects", which followed the dominance of instrumental scientific view; "immature understanding of open education" which reduced it to complementary education and "bureaucratic relations" which are in conflict with the democratic character of post-modern education, have all led to the "imperfectness of open education" which has deepened the challenge of the alienation of "science" from culture and society.
Cultural Studies
A. Heydari; M. Mohajerani
Abstract
Understanding of urban life influenced by the conventional pathological logic has led to the perception of what is known as “Suburbanization” as something outside the city and as islands separate from the center. Kahrizak, as one of the suburban districts of Tehran, has strongly entangled ...
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Understanding of urban life influenced by the conventional pathological logic has led to the perception of what is known as “Suburbanization” as something outside the city and as islands separate from the center. Kahrizak, as one of the suburban districts of Tehran, has strongly entangled in such an understanding. Focusing on the problem of generating Kahrizak, this study strives to show how Kahrizak has been embodied in the confluence of forces. The present study's question is to engage in a field understanding of the forces that have provided the ground for Kahrizak to appear and emerge. Genealogy and methods of space production influence the present study in the context of social relations. The genealogical research aspect is based on its involvement in understanding the relations of forces, their becoming process, and the story of their confluence. The present study focuses on some key moments as starting points for the spatial formation of Kahrizak: moment 1) Sugar factory; moment 2) Land reform or the continuation of the fragmentation of Kahrizak space; moment 3) Creating the dock; & moment 4) Kahrizak construction in Oral history.
