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:: Volume 14, Issue 1 (8-2025) ::
scds 2025, 14(1): 123-158 Back to browse issues page
Iran in the Crossroads of Borrowed Geometries: The Paradox of Cultural Iran and Multicultural Teaching
Ali Ayar
Assistant Professor, Department of Social Sciences Education, Farhangian University, Tehran, Iran.
Abstract:   (74 Views)
The need for curriculum to fit the geometry of society is inevitable, otherwise the curriculum will not be effective. In the last decade, one of the courses being taught at Farhangian University is "Life Skills Education: Multiculturalism and Citizenship." The present study, uses an empirical analytical method, while addressing the concepts of culture and multicultural teaching based on the theory of Iranian society and examines the suitability of this course with the existence of the Iranian society. This article focuses on three main epistemological and fundamental components: social and historical evidence of Iranian society; Priorities and Issues of the Society which organized its findings and, while emphasizing on the continuity and homogeneity of Iranian culture in fundamental meanings, defines Iran as a single cultural area but with diverse cultural centers. Accordingly, it emphasizes on the incompatibility of multicultural teaching with the existence and geometry of the Iranian society, accordingly it presents the proposal in the field of curriculum as "cultural teaching".
Keywords: Culture, Cultural Teaching, Curriculum, Iranian society, Multicultural Teaching
Full-Text [PDF 1493 kb]   (40 Downloads)    
Type of Study: Research | Subject: Special
Received: 2025/04/25 | Accepted: 2025/08/7 | Published: 2026/08/7
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Ayar A. Iran in the Crossroads of Borrowed Geometries: The Paradox of Cultural Iran and Multicultural Teaching. scds 2025; 14 (1) :123-158
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Volume 14, Issue 1 (8-2025) Back to browse issues page
مجله علمی پژوهشی مطالعات توسعه اجتماعی فرهنگی Quarterly Journal of Socio - Cultural Development Studies
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