Death of the school or the Subject?

Document Type : Original Article

Author

Curriculum

Abstract

This article is an investigation of the role of the Iranian schooling system in educating and training the subject. It examines the question that what types of subjects, the Iranian modern school has been engendering in the contemporary era. Has the system been successful in producing the intended subject? Why?
Theoretically, this article is based on Michel Foucault’s concept of the modern subject. Methodologically, this research employs a genealogical approach, focusing on the historical interpretations of the subject status in the Iranian schooling system, in order to explain the current educational crisis in Iran.
The article defines four conceptual types of subject, including the civil subject, the modern subject, the religious subject, and the resistant subject, their status in Iranian educational politics and policy, and the barriers to realizing them. The article concludes that the Iranian schooling system is unable to educate and generate the subject. Therefore, I posit that the Iranian school institution is facing its end or death.
 

Keywords

References

Furedi; F. (2015) Power of Reading: From Socrates to Twitter. London: Bloomsbury Academic & Professional.
Klineberg, O; Hull, F. (1979). At a Foreign University: An International Study of Adaptation and Coping. ERIC. Retrieved at 19 May 2022 from https://eric.ed.gov/?id=ED212196
Nussbaum. M.C (2010). Not for profit; Why democracy needs the humanities? Princeton University Press
Journal of Curriculum Studies
Volume 17, Issue 66
July 2022
Pages 5-40

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History

  • Receive Date: 12 April 2022
  • Revise Date: 25 July 2022
  • Accept Date: 30 May 2022

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