Institutional And Social Constraints Of The United Republic Of Iran

1641 Words Oct 8th, 2016 7 Pages
Institutional and social constraints that are applied to keep people “in check” have far-reaching consequences when it comes to education and learning. Generally, these constraints set certain standards that do not augur well with the process of learning. In essence, what matters more in a system subject to institutional and social constraints is adherence to the rules of the game and not freedom for self-identity and interests. In her work “Selections from: Reading Lolita in Tehran,” Nafisi Azar presents, from the experience she had with her students in the Islamic Republic of Iran, some of the strong social constraints that had even been institutionalized and became part and parcel of learning institution like The University of Allameh Tabatabai. In support of Nafisi’s views, Cathy Davidson, a modern critic of a constrained education systems opines in her work, Project Classroom Makeover, that this type of education system locks out talent and basically considers those who cannot conform to it as having disability in learning. She greatly advocates for a different approach where students can integrate technology and take advantage of diverse knowledge sources like the internet. However, amidst all these concerns, the two authors succinctly discuss the challenges affecting learning today. Indeed, the society has social and institutional standards that have and continue to negatively impact on learning. As a result of these negative impacts, the type of learning that occurs…

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