Document Type : Scientific Research Manuscript
1 PhD Student, Distance Education Planning, Faculty of Educational Sciences, Payām-e Noor University (PNU), Tehran, Iran
2 Professor of Educational Sciences, Faculty of Educational Sciences, Payām-e Noor University (PNU), Tehran, Iran
3 Professor, Institute for Humanities and Cultural Studies, Tehran, Iran
4 Professor, Faculty of Educational Sciences, Payām-e Noor University (PNU), Tehran, Iran
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.
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