Intelligent Schools: the common perceptions to aspirations of the educational system)Plan Intelligent schools in Tehran, according to Habermas's critical approach And using the MacGilchrist Smart School Framework)

Corrective actions in an educational system will generally encounter different challenges and challenges; to solve these problems, critics need to come up with a reformist solution with the help of their employers and, with a critical look, pave the way for the executives. The so-called school intelligence scheme is no exception to this and has problems with implementation, including the conflict with the goals of the Education Transformation Document, and the purpose of this study is to explore these conflicts inspired by Habermas's critical approach and relying on the facts to be extracted from Interviews with the authorities and administrators of the project. The paper attempts to answer the question as to how Haberma's insights into technology can be inspired by the context of the emergence of these conflicts, the way to overcome them, and the transformation of technology into a dominant factor for Determination of educational issues. To achieve this goal, the non-produced interview has been used to identify the status.The findings of this study indicate that there are conflicts in the school intelligence design in three areas of educational system efficiency, the spread of educational justice and general education. Then, according to Haberma's views, the cause of these conflicts has been analyzed and attributed to neglect of the dominant nature of technology. Finally, the strategy to get rid of this domination is to use the approach of some researchers in the structure of intelligent schools