تبارشناسی

The purpose of this article is to identify the discontinuities in the discourse formulations of the teacher training system between the establishment of Dar al-Funun and the establishment of Farhangian University. For this purpose, according to the genealogical method and breaking analysis assumptions into three steps, descent analysis, zero analysis and coincidence analysis of this system have been done. Accordingly, according to descent analysis and zero analysis, the creation of a teacher training system is dependent on the formation of a new education system and has been modified or changed during this period. Coincidence analysis shows the existence of scattered events, each of which has affected the country's teacher training system, such as Iran's defeats against Russia, the victory of the constitutional movement, or global events such as World War II, which have affected this system. In the analysis of power, by examining the statutes and instructions of the teacher training system in this period time, it was determined that from Foucault's point of view, power is trying to control, normalize and shape governed subjects through various techniques with this method. create people's behavior.

The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.

According to deconstructive genealogical hypotheses, the improvement of concepts is not only not the result of development of science in fields of knowledge such as psychology and social science, but also indicates that such an improvement is the result of historical and common events which has occurred in the middle of the path of improvement. According to this presupposition, the main aim of the study is to explain events, evolutions and processes that form the concept of elite student and deconstruct the concept in order to explain the marginalized possibilities in students’ life in the contemporary educational system of Iran. The study of the history of training elite students in Iran based on genealogical criticism indicated that the most important discursive formations in this period of time are Shahab and Sampad plans in the contemporary period of Iran.. Although more important matter in accordance to genealogy is the analysis of genealogy based matters on non-discursive factors, which indicates that the revolution is not only not the result of development of science in fields of knowledge such as psychology and social science, but also indicates that such an improvement is the result of historical and common events which has occurred in the middle of the path of improvement. Some significant and obvious events which can be mentioned here are brain drain, economic crisis in Iran, the inappropriate population density of special instructions for elite students and the reduction of the population of students.

This paper seeks to study the new qualitative methodologies, due to the importance of the method in science in general, and the humanities and social sciences in particular. Hence, considering Michel Foucault's position as a thinker, it has been trying to extract and study his specific methodology from his works and opinions. Using the documentary method and taking notes tool, the desired findings were obtained from Foucault's works as well as works that have been written about his thoughts. First, Foucault's fields of thought follow up among thinkers and philosophers such as Nietzsche, Heidegger, Merleau-Ponty and Althusser; then, two specific Foucault’s methods, called genealogy and paleontology, were discussed. Finally, Foucault's ideas and methodological achievements were criticized and evaluated.

To discover the roots of any idea، one needs to re-examine previous ideas and approaches. The post-structuralist denial of the accuracy، validity، and comprehensivity of moral principles and their authority is the result of a gradual process over time. In this paper، the roots of post-structuralist de-authorization of morality are explored within the pre-structuralist ideas and approaches. It is shown that the post-structuralist basic assumptions in de-authorizing morality stem from certain attitudes and approaches. Critically delineating the components of the de-authorization approach from within the post-structuralist views and principles، paves the way for a realistic understanding of post-structuralist approach to morality.