"Application Of Pragmatic Educational Theory In The Iranian Education System"

Abstract

The utilization of pragmatic educational theories, notably influenced by Deweyan perspectives, has resulted in substantial changes in global educational frameworks. Nevertheless, the incorporation of pragmatist theories in the educational landscape of Iran has encountered various impediments. This paper investigates the Iranian educational system, specifically addressing challenges in implementing pragmatist theories for children aged 8-12. It delves into the key features of pragmatist theories and scrutinizes three aspects of the Iranian educational framework: (1) the definition of childhood, child marriage, and child labor; (2) the societal contexts shaping education in Iran; and (3) the essential educational infrastructures required for effective pedagogy. The findings underscore political influences and the lack of a robust educational model as primary obstacles to realizing pragmatic pedagogy for Iranian children aged 8-12.