Volume 1, Issue 3 (3-2025)
SELMJ 2025, 1(3): 99-112 |
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Nowrouzian Amiri S M. (2025). Possible Iranian Educational Management: Transitioning from Management Adoption to HIKMAT. SELMJ. 1(3), 99-112.
URL: http://selmj.ir/article-1-63-en.html
URL: http://selmj.ir/article-1-63-en.html
Ph.D in Educational Managment
Abstract: (54 Views)
Certainly, here is a professional translation of the provided text into English, using "HIKMAT" for "حکمت":
This essay critically examines current approaches to educational management in Iran, arguing that this field, influenced by mere imitation of imported models, has lost its epistemological and cultural identity. Educational management in Iran, instead of drawing upon the deep heritage of Iranian HIKMAT – which views education as an existential and spiritual process – has been confined within mechanical and functional frameworks that are incapable of understanding the cultural needs of Iranian society. The essay emphasizes the necessity of a creative integration between Iranian HIKMAT and global knowledge, arguing that only through this approach can a management system be created that is both rooted in Iran's cultural and philosophical values and effectively interacts with contemporary global knowledge to cultivate creative, critical, and wise individuals. By opening a new perspective, the essay demonstrates the need for a constructive connection between instrumental knowledge and HIKMAT. Concurrently, it addresses the vital question of how to design a management system that maintains national identity while engaging in dynamic interaction with the world. The core message of the essay is that overcoming the current crises in Iranian educational management is only possible through the recreation of a dialogue between science and HIKMAT; a dialogue that transforms the Iranian education system into a platform for meaning, innovation, and transcendence.
This essay critically examines current approaches to educational management in Iran, arguing that this field, influenced by mere imitation of imported models, has lost its epistemological and cultural identity. Educational management in Iran, instead of drawing upon the deep heritage of Iranian HIKMAT – which views education as an existential and spiritual process – has been confined within mechanical and functional frameworks that are incapable of understanding the cultural needs of Iranian society. The essay emphasizes the necessity of a creative integration between Iranian HIKMAT and global knowledge, arguing that only through this approach can a management system be created that is both rooted in Iran's cultural and philosophical values and effectively interacts with contemporary global knowledge to cultivate creative, critical, and wise individuals. By opening a new perspective, the essay demonstrates the need for a constructive connection between instrumental knowledge and HIKMAT. Concurrently, it addresses the vital question of how to design a management system that maintains national identity while engaging in dynamic interaction with the world. The core message of the essay is that overcoming the current crises in Iranian educational management is only possible through the recreation of a dialogue between science and HIKMAT; a dialogue that transforms the Iranian education system into a platform for meaning, innovation, and transcendence.
Keywords: Management, Iranian educational management, HIKMAT, Iranian HIKMAT, indigenous science, management
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