The role of Social Capital in the islamic Revolution of Iran: the case studies of Islamic schools of Jame'e Ta'limat and Refah

In the islamic Revolution in Iran, we can refer to the functions of various individuals, leaders, groups, and factions, each of which played a very determining role in creating this magnificent 20th-century phenomenon. Nevertheless, the presence of the people and the role of trends that mobilize the masses are vitally important in this regard. In other word, we can, according to social capital theories, highlight the role played by mobilizing networks. In the present article we intend to make assessment of the role played by one of these networks, i.e. the network of Islamic schools. We are actually trying to elaborate on "cooperation norms" as one of the components of social capital. In other words, we are raising this question: what was the mobilizing function of "cooperation norms" prevalent in the network of Islamic schools in revolutionizing the Iranian people during the Pahlavi period? Based on the social capital theory, we can hypothesize that norms established in the network of Islamic schools developed the context for political mobilization against the ruling system (Pahlavi regime) through creating political confidence. The present research deals with two case studies of Islamic schools of Jame'e Ta'limat and Refah. the present article has been deduced from Ph.D. dissertation and its research methodology is descriptive-analytic methodology. Its data include interviews with some teachers and students of such schools and also analyses and assessments of some 6000 historical documents (from different document centers).