· Journal of Historical Research, Law and Policy· pp. 1-9· 0 citations
Abstract
The aim of this article is to examine the evolution of educational discourse in Iran from the Constitutional Revolution to the end of Reza Shah Pahlavi’s reign (1906–1941). The central question is why and how education, during this period, was transformed from a “project of national salvation” with a social and citizen-centered character into an instrument of “authoritarian modernization” and centralized state-building. Using a historical-analytical method and focusing on the discourse of the press, educational documents, and the memoirs of political elites, the article explores this dual process. Drawing on primary sources, including the press of the Constitutional era, memoirs of statesmen, and educational documents, as well as a theoretical framework based on reform from above and directive reformism, the study shows that during the Constitutional period, education was regarded as a prerequisite for legalism and nation-building, a social ideal, and a popular demand. However, during the Reza Shah period, with the establishment of the first Pahlavi monarchy (1925–1941), this discourse underwent a fundamental transformation. Reza Shah’s powerful and centralized state implemented the Constitutional ideal of universal education through the Compulsory Education Law, standardized curricula, and institutions such as the University of Tehran and teacher-training colleges. Yet this realization came at a heavy cost. During the reign of Reza Shah Pahlavi, the same ideal, under the logic of a centralized and ideological state, led to compulsory education, a uniform curriculum, and ancient-oriented nationalism. The findings indicate that although educational modernization during this period achieved significant structural and quantitative accomplishments, its top-down and non-participatory nature caused it to fail in fostering critical consciousness, educational justice, and sustainable social acceptance. The article concludes that the dual legacy of this transition—success in constructing modern institutional forms versus failure in democratic educational content—cast a long shadow over Iran’s educational system for decades.
Introduction. This article examines the social and cultural conditions under which religious education and the professional training of future priests developed in Russia in the third quarter of the 19th century. These conditions arose as a result of the reform of the theological schools, which began in 1867. The Samara Seminary was one of the first school to undergo reform, and this article focuses on this subject. Modernization theory serves as the theoretical basis for this article. Materials. The study draws on a broad range of sources, including archival documents and legislative acts, periodicals, statistical data, and published reports from state and church governing bodies. Results. The article examines the administrative, pedagogical, and economic aspects of the reform, which aimed to improve the educational and upbringing activities of the theological schools, improve the living conditions of students, and increase teachers’ salaries. The audit conducted as early as 1867 revealed that Samara, as a provincial and diocesan center, had a successfully functioning educational institution providing a good general secondary education and specialized theological training necessary for a pastoral ministry. The personal efforts of Samara Bishop Gerasim (Dobrodeev), who himself had extensive experience teaching and managing theological schools, were significant and fruitful. As a church leader, he combined a support for progressive social and cultural trends with traditional religious foundations. Conclusion. The clear connection between the reform of theological schools and other reforms of Alexander II’s era was established and demonstrated. The experience of implementing this reform in Samara was sought and incorporated in all Russia.
L. Artamonova· Vestnik of Samara University...· 0 citations
In the article, based on historical and logical and comparative methods, a comprehensive analysis of the content of the phenomenon of the «right to education» as a legal category is carried out. It is established that the understanding of the concept of human rights is inextricably linked with the clarification of the essence of the subject – «educated person», the formation of which is conditioned by relations of a state – legal, socio – economic, political, national – religious and interpersonal nature. It has been established that the main trajectory of legal development should be analyzed within the context of the «global-regional» category. The contradictions inherent in the issue addressed by this research stem, directly or indirectly, from the influence on Ukrainian society of those state legal institutions with which it has interacted.
In European civilization, the genesis of the idea of human rights has its roots in Christian ethics and the concepts of the jurists of Ancient Rome. It is noted that universities became an important factor in the formation of the concept of human rights, and, in particular, the «right to education». Their emergence was driven by the growth and development of cities as centers of economic and cultural life in Medieval Europe, and by the rising role of the bourgeoisie as a new, progressive social class in relation to the feudal lords.
During the Renaissance and the Enlightenment, the Western European understanding of law was supplemented by the idea of the autonomous individual, in which the individual acts as a subject naturally endowed with the right to a dignified existence. It has been established that the knowledge acquired through education should contribute to the realization of this right.
It is noted that, as the concept of human rights transformed from a moral category into a state-legal one at the end of the 18th century, its fundamental principles were given the corresponding legal framework. It has been established that state policy in the field of education is acquiring a constitutional-legal dimension.
In Ukraine, since the declaration of independence, the search for an optimal model of interaction between the state and the individual has been linked to the formation of a social ideal in which the individual could freely develop their abilities (aptitudes, talents, intellect). It is emphasized that the aspiration to realize this ideal is viewed through the prism of the concept of the «right to education».
It is underscored that the problem of choosing ideals stems not from their diversity, but from the existence of false and true ideals.
A. Zakharchuk· Analytical and Comparative J...· 0 citations
The establishment of the Turkish Republic marked a sharp break from the centuries-old connection between education and Islam. Within two decades, secular reforms had nearly erased religious education from the public sphere. The subsequent rise of religious education after the 1940s is often interpreted with respect to reactionary forces challenging political actors of progressive secularization. This study offers a critique of this narrative by problematizing popular dualisms and reframing the phenomenon within broader trajectories of twentieth-century legitimacy and governance. By tracing late-Ottoman antecedents, it shows that modalities of state involvement and moral education were reorganized rather than invented. The rise of religious education was a product of statist and modern conservative synergies between dominant center-right and secular actors which shaped policy agendas through functionalist and pragmatic frameworks. This dynamic interplay was defined not only by the changing grounds of international and domestic political legitimacy, but also by a transformation of the role and meaning of religion in Turkish public life. After World War II, religious education became both an instrument and a product of negotiated consensus on moral and civic foundations of citizenship and collective identity, which was further reinforced by the expansion of mass education, populism, and anti-communism.
Onur Kalkan· New Perspectives on Turkey· 0 citations
This article analyzes the conceptual and historical dimensions of the “Turkic millennium” concept in Iranian history. The authors conduct a systematic analysis of the succession of ruling dynasties from the 11th to the early 20th centuries and identify the key political, military, and administrative mechanisms that underpinned the dominance of the Turkic elite, as well as assess its role in the development of modern Iranian statehood. Particular attention is paid to models of the supraethnic empire, which combined Turkic military and political power with the Persian administrative and cultural apparatus. The work provides an in-depth analysis of the historiographical turning point of 1925, which entailed a paradigm shift from imperial to national statehood and a targeted revision of the historical narrative. The authors examine the contemporary implications of this historical period, including issues of ethnic identity, language policy, and the contested nature of heritage in present-day Iranian-Azerbaijani relations. The study concludes that the modern Iranian state is, to a considerable extent, a product of the Turkic imperial legacy, which exists in a complex symbiosis with the ancient Persian cultural tradition. The practical significance of the work lies in the potential to apply the proposed analysis to understanding contemporary ethnopolitical processes and historical memory in the region. The study concludes that it is necessary to reconsider established historiographical frameworks and take into account the centuries-old Turkic factor as a constitutive element of Iran’s history.
Unknown authors· Humanities and Social Scienc...· 0 citations
This article presents a comprehensive analysis of the origins of the concept of 'economic education' in Ukrainian academic discourse from the late 20th to the early 21st century. It traces the evolution of academic approaches to its interpretation in line with changes in socio-economic conditions, developments in pedagogical theory and the modernisation of the education system. It reveals the specific features of changes in the content components of economic education, its aims, objectives and expected outcomes at various stages in the development of Ukrainian political and pedagogical thought. The aim of the study is to provide a scientific justification for the genesis of the concept of 'economic education' in the domestic academic discourse of the late 20th and early 21st centuries, to systematise academic approaches to its understanding, and to develop a comprehensive model of the evolution of this concept in line with socio-economic and educational transformations. Research methods: analysis, synthesis, generalisation, comparative-historical analysis, systematisation of academic sources, the historical-pedagogical method, modelling. Main results: domestic and international academic approaches to understanding economic education have been systematised; the main stages in the evolution of the concept's content have been identified; patterns in the transition from a knowledge-based model of economic education to a competence-based approach have been revealed; a model of the genesis of the concept of 'economic education' has been developed, reflecting changes in its content components, primary objective and expected outcomes in line with social and educational changes. The scientific novelty of the findings lies in the fact that, for the first time, a model has been developed to explain the genesis of the concept of 'economic education' within the domestic academic discourse of the late 20th and early 21st centuries, which reflects the evolution of its substantive components, objectives and outcomes in line with socio-economic and educational transformations; scientific approaches to the interpretation of the concept of 'economic education' have been systematised and changes in its content have been traced. The practical significance of this work lies in the fact that the research findings can be utilised in the development of teaching and learning materials for pedagogy and economic education, in the training of future teachers, in the professional development of academic and teaching staff, as well as in further research into issues of economic education, economic culture and financial literacy.
This article examines the evolution of the Russian Empire’s educational policies toward Islamic schools in the Kazakh Steppe from the mid-nineteenth century to the 1917 Revolution. While the early imperial administration initially tolerated Islamic institutions for pragmatic governance, the latter half of the nineteenth century witnessed a decisive paradigm shift toward systematic surveillance and restriction. Drawing on archival records and colonial administrative decrees, the study analyzes the implementation of the "Ilminsky system" and the compulsory introduction of the Cyrillic alphabet as tools for cultural assimilation and Russification. The research highlights the dual nature of colonial education: while the Tsarist authorities sought to produce loyal bureaucratic functionaries through Russo-Kazakh schools, the local Muslim populace and national figures like Ibrahim Altynsarin navigated these constraints to preserve religious and cultural identity. By deconstructing the mechanisms of state control over maktabs1 and madrasas,2 the article concludes that the imperial educational policy was not merely a pedagogical project but a critical component of a broader strategy to undermine the spiritual autonomy of the Kazakh subjects and ensure the stability of the imperial borderlands.
Kunduzay Yerimbetova, B. Naimanbayev· Occasional papers on religio...· 0 citations
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