نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه تاریخ، دانشکده ادبیات و علوم انسانی، دانشگاه رازی، کرمانشاه، ایران
2 دانشیار گروه تاریخ، دانشکده ادبیات و علوم انسانی، دانشگاه رازی، کرمانشاه، ایران.
3 دکتری تاریخ ایران دوره اسلام، مدرس گروه تاریخ، دانشکده ادبیات و علوم انسانی، دانشگاه رازی، کرمانشاه، ایران
4 دانشیار، گروه تاریخ، پژوهشگاه حوزه و دانشگاه، قم، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Extended Abstract
Introduction and Objectives: During the reign of Reza Shah Pahlavi I (1925–1941), Iran’s educational system underwent significant transformations that, while ambitious in appearance, introduced a host of challenges and structural deficiencies. The Pahlavi regime sought to modernize the country’s education system in an authoritarian manner—prioritizing outward progress without first establishing the necessary infrastructure or a clear understanding of modern pedagogical principles.
This study aims to uncover and describe the educational challenges and systemic shortcomings of the Pahlavi I era, a pivotal period in Iran’s educational reform history. The study employs a document-based and analytical methodology, drawing on historical sources from the period to assess the nature and impact of these reforms.
Findings from this research reveal that despite the government’s reformist rhetoric, the lack of structural preparedness, hasty implementation, and mismanagement prevented the creation of adequate educational conditions—particularly in remote regions such as Lorestan. The modernization efforts, especially those targeting school reform, were largely symbolic and propagandistic. In practice, students faced numerous obstacles, including:
Shortages of qualified teachers and specialists
Lack of coherent and locally adapted curricula
Restrictions on intellectual freedom
Poor sanitary conditions
Inadequate school facilities
Ineffective and untrained administrators
These issues not only hindered the quality of education but, in some cases, had a direct negative impact on students’ learning experiences.
The central question of this study is: Why was the Pahlavi government unable to provide sufficient educational infrastructure in Lorestan despite its reformist claims?
The hypothesis suggests that, contrary to its promises of modernization, the Reza Shah administration failed to deliver meaningful reforms due to mismanagement and rushed policies. This failure reflects the structural fragility of Iran’s educational system during that era.
Method: This study employs a descriptive–analytical approach based on unpublished archival documents, aiming to elucidate, examine, and scientifically analyze these sources alongside selected historical references. The purpose is to identify and interpret the educational challenges and deficiencies in schools in Lorestan during the reign of Reza Shah Pahlavi I, while also assessing the performance of administrators and the available facilities in order to clarify existing ambiguities.
At the initial stage, from among a wide range of archival materials, only those documents directly relevant to the research topic were selected. These were then subjected to a process of classification and verification according to historiographical standards. Documents that failed to meet the criteria of authenticity and reliability were excluded, while the remaining validated sources were incorporated into the study. This careful selection process enhances the credibility of the research.
Given the importance and reliability of these documents, conducting such a study is essential for understanding the history of education in Iran during this transformative period. Moreover, by revisiting the educational problems of that era—some of which persist to this day—this research aims to provide insights that may encourage contemporary policymakers and administrators to address and resolve these enduring challenges.
Findings: During the reign of Reza Shah Pahlavi I, modern schools were not established in a systematic or well-planned manner. The necessary educational infrastructure was never properly developed, and the government, lacking a clear understanding of modern pedagogy, hastily founded such institutions. Moreover, it failed to adopt or carefully adapt models from advanced European schools, which could have provided a more effective framework. Instead, Reza Shah, in an effort to present himself as a modernizing monarch to the outside world, sought to dismantle traditional schools and replace them with a new educational style—mainly as a symbolic gesture to demonstrate Iran’s supposed progress under the Pahlavi state.
Archival evidence further suggests that students were often deprived of even the most basic educational necessities. In many cases, school principals had to provide clothing and stationery for pupils out of their own personal income. To expand classes or establish new grade levels, administrators repeatedly petitioned the Ministry of Endowments and Education, but these requests were frequently ignored or left unresolved. Schools also suffered from a shortage of qualified teachers, and even the payment of meager salaries was plagued with delays and difficulties. Although school officials appealed to the government for assistance, little was done to address these problems. It is worth noting that in cases where capable and influential administrators were present, some of these difficulties were alleviated to a limited extent.
Discussion and Conclusion: The examination of archival documents indicates that the Pahlavi I government’s efforts to establish new schools and introduce an educational approach aligned with modern social and cultural conditions in Iran could have yielded positive long-term results if they had been appropriately implemented. With prudent planning and appropriate cultural adaptation—while respecting religious considerations—modern schools might have successfully replaced traditional maktab-khaneh institutions.
However, in the absence of adequate infrastructure, these reforms produced limited benefits. In provinces such as Lorestan, despite the efforts of local intellectuals and cultural figures to promote education, the necessary foundations were insufficient. Although some benevolent individuals contributed to the establishment and equipping of schools through philanthropic initiatives, these efforts were inadequate to resolve the widespread problems faced by students and their families.
Ultimately, the evidence suggests that Reza Shah’s government was more concerned with propaganda and projecting an image of modernization than with genuinely improving educational outcomes. Actual progress in education requires effective management, not merely promises or the passage of laws. While legislation may serve as a necessary condition, it is not sufficient without persistence, practical measures, and investment in infrastructure. Educational development must be grounded in careful planning, adequate funding, and competent leadership. Otherwise, premature reforms implemented before the creation of proper foundations risk producing disorder within the educational system and harming students.
The ill-considered policies of the Pahlavi I era thus serve as a historical lesson: sustainable educational progress demands foresight, expertise, and genuine commitment. If contemporary policymakers act with knowledge and responsibility, many of the persistent challenges in Iran’s educational system can be resolved, paving the way for a brighter future.
کلیدواژه‌ها [English]
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