از شکوه «شوکتی» تا افول «دولتی» درس آموزی از تجارب مدرسه داری «شوکتیه» «بیرجند»

نوع مقاله: علمی-پژوهشی (کیفی)

نویسنده

دانشگاه علامه طباطبائی (ره)، دانشکده روان شناسی و علوم تربیتی، گروه مدیریت و برنامه ریزی آموزشی

چکیده

مقاله حاضر به منظور استخراج درس‌آموخته‌هایی از تجارب مدارس تاریخی ایران به مطالعه مدرسه «شوکتیه» به عنوان یکی از مدارس پیش‌رو در شرق کشور پرداخته‌است. دغدغه اصلی پژوهش پاسخ به دو پرسش بوده‌است. پرسش نخست، بر پایه‌ی کدام عوامل برپاسازی مدرسه «شوکتیه» قابل تبیین است؟ پرسش دوم، از ویژگی‌های «شوکتیه» برای به-کرد نظام فعلی مدرسه‌داری چه می‌توان آموخت؟ به منظور پاسخ به پرسش‌های مذکور از رویکرد تاریخی-تحلیلی استفاده شده‌است. از این‌رو، ابتدا به جایابی مدرسه مذکور در بستر تحولات تاریخی «نهضت مدرسه‌داری نوین» در ایران پرداخته شده‌است. در ادامه به مقوم‌های سیاسی، فرهنگی و ژئوپلیتیکی (جغرافیای سیاسی) به مثابه عوامل شکل‌گیری مدرسه «شوکتیه» اشاره شده‌است. در نهایت، با الهام از مدل «پارسونز» ویژگی‌های «شوکتیه» در سه سطح نهادی، مدیریتی و فنی طبقه‌بندی و درس‌آموزه‌هایی برای بهبود عملکرد مدیریت مدرسه پیشنهاد شده‌است.
مقاله حاضر به منظور استخراج درس‌آموخته‌هایی از تجارب مدارس تاریخی ایران به مطالعه مدرسه «شوکتیه» به عنوان یکی از مدارس پیش‌رو در شرق کشور پرداخته‌است. دغدغه اصلی پژوهش پاسخ به دو پرسش بوده‌است. پرسش نخست، بر پایه‌ی کدام عوامل برپاسازی مدرسه «شوکتیه» قابل تبیین است؟ پرسش دوم، از ویژگی‌های «شوکتیه» برای به-کرد نظام فعلی مدرسه‌داری چه می‌توان آموخت؟ به منظور پاسخ به پرسش‌های مذکور از رویکرد تاریخی-تحلیلی استفاده شده‌است. از این‌رو، ابتدا به جایابی مدرسه مذکور در بستر تحولات تاریخی «نهضت مدرسه‌داری نوین» در ایران پرداخته شده‌است. در ادامه به مقوم‌های سیاسی، فرهنگی و ژئوپلیتیکی (جغرافیای سیاسی) به مثابه عوامل شکل‌گیری مدرسه «شوکتیه» اشاره شده‌است.

کلیدواژه‌ها


عنوان مقاله [English]

From the glory of the "Shukatiyeh" to the decline of the "state"" Lessons from the school experiences of "Shukatiyeh" "Birjand"

نویسنده [English]

  • Arash Rastehmoghaddam
Educational Administration department of Allameh Tabatabai University, Iran, Tehran, .
چکیده [English]

In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance.
In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran.

کلیدواژه‌ها [English]

  • "Shukatiyeh"
  • local history
  • "Birjand"
  • historical schools
  • school administration