TY - JOUR ID - 131889 TI - An Explanation on Role of Educational System in Ali Shariati Books from the Perspective of Critical Theory: A Comparative Review JO - Iranian Journal of Comparative Education JA - IJCE LA - en SN - 2588-7270 AU - Abbasi, Seyed Kavoos AU - Yarmohammadian, Mohammad Hosain AU - Yousefi, Alireza AD - PhD Student, Department of Curriculum Planning, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran AD - Professor, Health Management and Economics Research Center, Isfahan University of Medical Sciences, Isfahan, Iran Y1 - 2021 PY - 2021 VL - 4 IS - 2 SP - 1227 EP - 1246 KW - critical theory KW - critical education KW - Culture of Silence KW - Liberator Educational System DO - 10.22034/ijce.2020.253194.1231 N2 - The aim of present study is to explain role of educational system in the books of famous Iranian writer and revolutionary Ali Shariati from the perspective of critical theory. The method of research was qualitatively comparative (deductive approach) and method of data collection and analysis was documentary and content analysis respectively. In order to collect data, in addition to Shariati’s books and lectures (primary sources), books and articles available in Iranian and international libraries and information homepages (secondary sources) were used. Findings showed that Shariati's thoughts on role of the education system have been greatly influenced by views of critical theory’s proponents. There are also similarities between Shariati's views and critical education thinkers on negative role of education system in exacerbating social injustice and inequality and promoting a culture of silence. In addition, the research findings showed few differences. Shariati's attention to Eastern education and Islamic education as an alternative to Western education, the disregard of critical education advocates for the liberating role of religion, and Shariati's low emphasis on role of race and gender in analyzing the performance of educational system can be the most important differences between Shariati and critical theory scholars. The last point is that although the Western countries influenced by theory of critical education were able to establish a critical atmosphere of criticism, questioning, and active dialogue in their schools, but the fulfillment of Shariati's aspirations to change the political system did not lead to a fundamental reform in Iran's education system and challenges such as a centralized structure, a prescriptive curriculum, a passive teacher-student relationship, and a lack of critical and questioning space still persist  UR - https://journal.cesir.ir/article_131889.html L1 - https://journal.cesir.ir/article_131889_123ba32815905e8b850939911abdceb3.pdf ER -