An Analysis of the Content of the Social Teaching's Textbooks of the 1st and 2nd Years of Middle School on the Basis of Citizen's Training Paradigms

In this article the content of the Social Teachings’ textbooks of the first two levels of middle school in Iran in the educational year of 20112012- has been analyzed and set against the citizens’ training paradigms. The objective of this analysis has been to see how congruent the above-mentioned books are with the standards of citizens’ training procedure. The analysis is a quantitative one. The statistical community is the mentioned textbooks and the statistical samples are the questions, texts, illustrations and class activities and drills of these textbooks. The research tools have 9 main paradigms: 1- citizenship 2- social rights 3- social duties 4- rules 5- justice and equality 6- social and political participation 7- social order 8- social control 9- Normality. These are in fact the foundation for the definition of a citizen. The results of this analysis show that the paradigms of citizenship, social and political participation and normality incorporated 194.375%, 121.25% and 103.125% of the middle school textbooks respectively and were thus at the top of the table while the paradigm of justice and equality, which took only 16.25% falls to the bottom of the table. The utter number of the illustrations in the 1st and 2nd levels of middles is 96 ones, 67.10% of which belongs to the 1st level and 53.6% to the 2nd. It is obvious that one of the paradigms in question is the idea of justice and equality. The findings depict that 53.5% of the illustrations in the first year have female denotations; a number which falls to 1.4% in the 2nd year. The lack of approval techniques in order to perceive the messages of the illustrations is among the drawbacks of these books. Overall, the findings of this research and the consequent data analysis show that in these books the requisite attention to citizens’ training has not been allocated.