Iranian Journal of Comparative Education
Volume:5 Issue: 1, Winter 2022

At the international level, the evolution of higher education in Muslim countries has not received much attention from educational scientists. The purpose of this study was to compare the characteristics of endowment-educational complexes in the two dynasties of Ilkhanid and Timurid kingdoms of Iran. The research method is historical comparative and researchers used documentary method to collect data and internal and external critique for content analysis. Findings showed that there are similarities in eight features between the endowment-educational complexes of the Ilkhanids and the Timurids. These features include: the influence of Iranian culture, social origin of the founders, role of endowment, curricula and content of courses, common teaching methods and welfare / educational facilities. Findings also indicate that the Ilkhanid period in terms of factors such as less influence of the religious system on the educational system, more modern spaces of educational complexes, academic freedoms, diversity in teaching methods, more scientific progress in sciences - such as mathematics, astronomy and Medicine - and use of more famous and creative scientists, has prevailed over the Timurid period. The findings of this research revealed the need for politicians and educational planners of Iran and Muslim countries to reconsider the role of endowment phenomenon and public participation to reduce the economic challenges of educational system.

It is impossible to understand literary without considering its social context. The victory of the Islamic Revolution in the late 1970s provided a suitable opportunity to reflect the educational values and beliefs of Iran’s society in transition in the form of literary works. Accordingly, the purpose of the present study is educational criticism of dominance of girls based on the views of two famous psychologists namely Adler and Horney through analysis of the content of an Iranian novel. Researchers have used the qualitative method using case study approach. The research population includes all the works of Adler and Horney selected through purposeful sampling method. The method of data collection and analysis were documentary and semiotic analysis respectively. The research findings showed that from a sociological point of view, the trend of female domination cannot be easily explained by Adler and Horney theories, while semiotic analysis indicates a complete agreement between the characteristics of domineering women and the views of these two psychologists. Horney attributes the dominance to the insecure atmosphere of the family, while Adler emphasizes the role of the inferiority complex. The research findings also indicated the continuation of the patriarchal educational system in the context of the society in which the story of the novel "My Share" takes place. The educational critique of the present work emphasizes the continuation of the process of female domination at both macro and micro levels; an issue that draws the attention of policymakers to "revising gender policies" and providing new training to the younger generation.

The present study is a qualitative research based on content analysis. The selection of the participants was based on the criterion-based sampling technique. The data collected for study was a semi-structured interview. The interview guide contained 12 questions designed in English, but sometimes Persian was used to facilitate communication. The "Grounded theory" method was used to analyze the data. Data analysis led to the presentation of a paradigm model. The paradigm model showed the role and function of "translation system" through causal conditions, contextual, intervention conditions, phenomena and consequences. This model revealed that social conditions cause translators' educational surprises in the process of translating some words and sentences into Persian. The research findings also showed the influence of the "gender" factor on the translator's practice. In addition, the research findings showed that each participant’s reaction to the impact of causal, contextual, and intervention conditions were not the same. According to the paradigm model and findings, we can mention an "Iranian translation system" in which the translator's performance is more committed to the social systems’ principles than to being faithful to the text. The findings also indicate that in the process of translation, Iranian translators face moral and behavioral restrictions that make them "educationally surprised". The current state of social systems in Iran shows that major changes in the "translation system" should not be expected to reduce the educational surprises of translators. In the current situation of Iran, one cannot expect major changes in social systems to reduce the educational surprises of translators.

In many countries pupils and staff of schools are at risk from a variety of accidents. Contract of educational insurance is one of the ways to compensate for school accidents. Accordingly, the purpose of this study was to compare educational insurance contracts in legal system of England and Iran. The study was a comparatively qualitative research with non-emergent design. Method of data collection was documentary and data analyzed in accordance with the rule of "maximum variety” and principle of saturation. Findings showed that there is a similarity between both insurance systems of England and Iran in terms of following business principles (based on increasing profits and reducing losses) in estimating the damage caused by school accidents. The findings also reveal that in Iran, there is a monopoly on concluding a contract with an insurance company with a lack of diversity in the provision of services. In England, insurance companies are competitively seeking to extend their insurance contracts with schools. The research findings also highlighted the difference between the Iran insurance system and England in the following cases: Policy of maximum support for the injured person, efforts to reduce the costs of insurance company, legal system intervention policy (presence of lawyers) to protect the injured person and a "No Win - No Fee" support policy for the benefit of students and school staff. Based on these findings, it is suggested to policy makers in the Iran education system that the monopoly of concluding a contract with only one insurance company should be canceled and competitive insurance policies be applied in favor of injured students/staff and schools.

Globalization and the spread of immigration have affected family structure through the marriage of people with different religious backgrounds. In the first step, religious differences directly affect the circle of marriage. In the meantime, marriage is more common among people belonging to the Abrahamic religions. The purpose of this study was to analyze the family structure (circle of marriage) in the Abrahamic religions and explain its compatibility with psychological theories. The research method was comparatively qualitative and for data collection and analysis the documentary method and cumulative content analysis method were used respectively. The first research finding revealed that there is a similarity between all Abrahamic religions in terms of attention to the structure of marriage. This structure is based on the distinction between Mahrams and Non-mahrams. The second finding shows that the scope of family structure in terms of the circle of marriage in Judaism is extensive, in Christianity is limited and in Islam is between the two religions. The third finding indicated that all three religions of Islam, Christianity and Judaism, in defining the circle of marriage, support the theory of “natural hatred” and family cohesion and do not take into account the views of scientists like Freud and Foucault. According to the research findings, it seems that psychological theories can provide new perspectives to explain the structure of the family to religious scholars. Also, these theories can provide common intellectual and educational backgrounds for analyzing the circle of marriage in the young generation regardless of religious affiliations.

During the last four decades in Iran, there has been a relentless effort by the proponents of the theory of Islamic education to compare the intellectual, behavioral and educational ideas of Muslim thinkers with the views of world-renowned philosophers. The aim of the present study was a comparative narrative of the position of “reason” in the thoughts of the French philosopher René Descartes and the Shiite jurist Sheikh Morteza Ansari from the perspective of education. In terms of method, the present study is a comparatively qualitative research using philosophical hermeneutic approach. For data collection, researchers have used the documentary method and for data analysis (text comprehension) the history-oriented and commentator-centered approaches were used. The first findings showed that both Descartes and Sheikh Ansari are very similar in terms of their great influence on the thinkers of their time and "intellectual stream-making ". Also, the most important similarity between the two philosophers is the acceptance of the superiority of reason over other sources of knowledge. The research findings also reveal differences between the two thinkers. Cartesian intellect is self-centered and Sheikh Ansari intellect is other-centered. While Descartes sees reason as the only real tool for measuring the accuracy of science, Sheikh Ansari considers it as one of the most important tools for discovering knowledge. In short, although Descartes and Sheikh Ansari were not in the conventional sense of the word "Educator", by emphasizing the position of reason, they were able to undermine the scientific structure of their society - such as traditional teaching- learning methods, teacher-centered and past-centered.

The purpose of study was a comparative study of the epistemological foundations of the “Fundamental Reform Document of Iran Education System” and the epistemological foundations of the rhizomatic approach. The research method was comparatively qualitative and research population includes all related resources such as books and journals. Method of data collection and analysis were documentary and content analysis respectively. Findings reveal similarities between two epistemological foundations in different aspect of cognition such as goals (dynamics of science), domain (rationalities), method (acquired science), source (experience) and tool (senses and desire). The main differences between the epistemological foundations of the Fundamental Reform Document of Iran Education System and rhizomatic approach are in goals of cognition (Human-centered, reasoning and becoming), domain of cognition (effects), nature of cognition (existential / non–organic oriented), method of cognition (presence science/ confronted-oriented science), source of cognition (revelation, intellect, communication) and tool of cognition (inspiration , intuition, heavenly book / network). It is suggested that in the process of revising “Fundamental Reform Document of Iran Education System”, the epistemological foundations of the rhizomatic approach should be considered by Iranian educational policy makers