فهرست نشریات علمی دسترسی آزاد ایران

Over the past three decades, the discourse surrounding transformative initiatives within Iran's educational framework has engendered significant scholarly interest, leading to the endorsement of numerous governmental decrees. Concurrently, the perceived inadequacies inherent in conventional educational systems have prompted an uptick in familial adoption of “Alternative Education” programs, mainly of Western origin. Despite their associated fiscal burdens, these alternatives' global proliferation and underlying ethos have appealed to certain Iranian families. However, exploring the philosophical elements, specific educational methods, societal contexts, and cultural nuances underpinning each approach and their implications for children residing in the distinct milieu of Islamic Iran remains paramount. This study delves into the philosophical foundations of three prominent Early Childhood Education Programs (ECEP) - Waldorf, Montessori, and Reggio Emilia - juxtaposed against the Iran Education Reform Documents (IERD) and their underpinning Islamic philosophy. Of particular concern is the discordance between these alternative educational paradigms and the imperative for modern children to integrate into formal institutions, highlighting potential educational challenges. Through qualitative inquiry and comparative analysis, the paper endeavors to elucidate the extent of alignment between these diverse educational approaches and Iran's indigenously claimed Islamic philosophy, offering insights vital for informed educational policy-making and practice, with implications for the holistic development of children navigating the intersection of varied educational ideologies within the Islamic Republic's educational landscape.