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| 1 |
ID:
107473
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| Publication |
2011.
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| Summary/Abstract |
The success story of Alborz High School was due to a number of factors. The legacy of Dr. Jordan and other of its American founders had set unusually high standards of teaching, behavior, discipline and conduct. Dr. Mojathedi managed to maintain those standards through dedication and hard work, even though there was occasional friction between him and students and teachers. Almost all the students, some of them from the upper echelons of society, came from educated and cultured homes, had performed well at their primary schools, were well-motivated, loved their school, ran various cultural programs by themselves, and included notable writers, poets, artist and athletes. Teachers generally maintained discipline, good humor and high standards, and included stars of altogether different varieties such as Zeinolabedin Motamen, Dr. Mahmud Behzad and Mostafa Sarkhosh.
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| 2 |
ID:
107471
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| Publication |
2011.
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| Summary/Abstract |
As a leading foundational institution of modernity, Alborz High School under the leadership of Dr. Mohammad Ali Mojtahedi came to embody and promote techno-scientific (or instrumental) rationality that has been the dominant form of rationality in Iran in the twentieth and twenty-first centuries. The essay analyzes this form of rationality and its fostering by Alborz High School during the tenure of Mohammad Ali Mojtahedi. It is argued that while instrumental rationality is necessary for any developing country, it poses fundamental problems for the development of democratic ethos. Alternatively, Jürgen Habermas' notion of "communicative rationality" is proposed and analyzed as a way to complement and democratize Iranian approach toward rationality and modernity
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| 3 |
ID:
107469
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| Publication |
2011.
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| Summary/Abstract |
This essay discusses the various dimensions of diversity at Alborz, both when it was run by the American missionaries and when it was under Iranian management. In the first part, the ascriptive traits of human beings are the object of the analysis: gender, race, language, religion and class. In both periods Alborz was characterized by its openness to Iranians of different religious backgrounds, both teachers and students. The second part of the essay discusses the variety of the educational experience enjoyed by students, and concludes that it gradually diminished, as education came increasingly to be defined as instruction and extracurricular activities were reduced after the mid-1960s.
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| 4 |
ID:
107475
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| Publication |
2011.
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| Summary/Abstract |
Mohammad Ali Mojtahedi occupies a prominent place in the development of modern education in Iran. Yet, though not a politician, his influence exceeded far beyond education into the social and political life of contemporary Iran. Deeply convinced of the central role of education in development, his career made important contributions to changes in the landscape of modern education in Iran at both high school and university levels. Within this context, the paper traces the outlines of Mojtahedi's life and work from his birth in 1908 in the city of Lahijan in the northern province of Gilan, up to his death in 1997 in southern France. The paper's most seminal contribution covers the events of the period between the summer of 1964, when Mojtahedi was director of Tehran Polytechnic, and his dismissal in February 1967 by the shah as the head of Aryamehr (now Sharif) University which were closely related to the unsuccessful attempt on the shah's life in April 1965.
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