نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه فلسفه تعلیم و تربیت دانشگاه علامه طباطبایی
2 دانشیار گروه فلسفه تعلیم و تربیت دانشگاه علامه طباطبایی
3 دانشگاه علامه طباطبایی
4 گروه فلسفه تعلیم و تربیت دانشگاه خوارزمی
5 گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی
کلیدواژهها
عنوان مقاله English
نویسندگان English
Abstract
This study analyzes the discursive construction of the “Islamic-Iranian educated body” in the Fundamental Transformation Document of Education of the Islamic Republic of Iran. Adopting a qualitative approach, it employs discourse analysis based on Laclau and Mouffe’s discourse theory, with selected Foucauldian concepts used for interpretation. Laclau and Mouffe explain the articulation and temporary stabilization of the desirable body’s meaning, while Foucault illuminates its connection to normalization, self-care, self-regulation, and embodied subjectification. Findings indicate that “hayat-e tayyiba” functions as a nodal point articulating signifiers including servitude to God, piety, health, modesty, responsibility, identity, lifestyle, participation, productivity, and knowledge. Across six educational domains, the body is constructed as healthy, self-regulating, responsible, participatory, productive, knowledgeable, and normatively oriented. Thus, the educated body emerges as an analytical formulation linking educational values with normalization, self-care, and self-regulation.
Keywords: Educated body; Fundamental Transformation Document of Education; Hayat-e Tayyiba; Discourse Analysis; Laclau and Mouffe; Michel Foucault; Islamic-Iranian identity.
کلیدواژهها English
