The Concept and Model of Learning Society in Iran

The growth of science and technology tend to convert society to a learning society and enjoy its profits and also cope with its challenges (Edwards, 2002; Jarvis, 2008; Unesco, 2005). In response to questions such as "what is a learning society?" And "what are features of a learning society?" researchers have noted that understanding the concept of learning society requires attention to lifelong learning objectives or outcomes (Tuomi, 2005). These goals can be obtained by individual, social and economic developments. Today, despite the differences of opinion between the professionals about the purpose of lifelong learning, all believe that in a learning society, individuals are encouraged to undertake learning in different locations to realize the above three developments. They have proposed different models about learning society. Edwards (1997) have divided these models based on their philosophical foundations into three: learning society as an educated society, as a learning market, and as learning networks. Reviewing the learning society model, many scholars have noted that there is not a single ideal model for learning society, which could be suitable for all countries. Therefore each country should supply a specific strategic model of learning society that fits the cultural and national heritage of its nation (Tuijnman, 2002, p 26). According to the notification, the present paper seeks to examine the concept and model of learning society for Iran. This research is a developmental study to design a model based on the philosophical foundations of Islam and Iranian culture. Also, it is a descriptive qualitative survey study. The Statistical population consists of two groups. The first group includes managers, assistants and faculty members working in the public universities in the cities of Isfahan, Shiraz and Tehran in the academic year 2010-2011. The criteria for their selection were a history of teaching, management and research on issues related to the research topic. The second group includes professionals working in higher education and research institutions affiliated to the Ministry of Science, Research and Technology in Iran. Potential sample size included 98 individuals who were identified as informants based on purposive sampling strategies and chain approach. They were all invited to participate in the interview. Finally, 24 individuals (9 male and 15 female administrators and faculty experts) announced their agreement. They were all interviewed. We analyzed interviews using thematic categorization and the results were analyzed by direct and indirect quotations in the research report. Discussion of Results & With the turn of the third millennium, the Iranian society has chosen a knowledge-based development as its path towards development. In this country, the community members should keep their skills up to date, not only because of the natural need but also for being able to be actively involved in generation, transmission, distribution and use of knowledge. In other words, they must become a learning society. This society must be based on the philosophical foundations of Islam. The main message of this religion is (Aqra’) which asks people to read and learn from the cradle to the grave. According to Islam, The ultimate goal of people in a learning society is to be the servants of God. Therefore, learning is considered as a duty for every Muslim at any time and at any age. And the community should provide the opportunity to perform this task. However, Iranian society is a learning society that has a balanced look to the three goals of learning throughout life (Individual development, economic development and social development). Iranian-learning society is a community with the features listed below: This society: • considers the right to receive education • and develops equal learning opportunities to establish social justice • supports the collective rationality and is both critic and receptive of critic • encourages active citizenship in a global and national level to achieve the ultimate goal of being servant of God.• provides learning opportunities to help people feel they have reached to the learning and teaching right • enhances learning motivations by different methods.• fosters the ability of self-directed learning and learning how to learn. Educational Features in this society include: • interconnectivity among different sectors of formal education • Informal education is developed to suit the needs of all people. • appropriate learning strategies to take non-formal learning into account. • qualitative and quantitative developments of learning opportunities at the same time• The potential of ICT for development of national and global learning networks is used. Cultural features of this society include: • citizens extracts their procedures and instructions from principles and teachings of Islam. Economical features of this society include: • learning opportunities are provided to help people keep up to date with their knowledge and skills and to supply their personal life and skilled manpower for economic developmentThe comparison between this model and other models shows that Iranian Learning Society is a Humanist Society which is based on Islamic philosophical foundations; hence this is different from Western models. It is necessary to note that the current cultural, social and educational conditions are not desirable to provide the basis for development of a learning society in Iran. Lack of belief in science and knowledge among all people, reduced learning motivation, inattention to orders of Islam, problems in the educational system are, among others, a few obstacles to realize this model.