Contemporary Iran and University”Pioneer in knowledge": Promoters and deterrents (Emphasizing the Qajar, Pahlavi (First-Second) and Islamic Revolution periods)

Objective: The aim is to Identification of Promoters and Inhibitors Iranian University and to know the structural and contextual reasons for its realization or non-realization in the historical periods of "Qajar", "Pahlavi (first and second)" and "Islamic Revolution”. Methodology: In terms of research tradition, this research is qualitative, and in terms of purpose, it is practical, and in terms of its nature it is a documentary study based on historical studies. Findings: The results showed that the most important promoters and inhibitors are as follows. In the “Qajar period”, the promoters include the presence of foreign professors, encountering European nations, the publication of newspapers, and the translation of scientific-literary texts, and the inhibitors include courtship, technocracy, and mono-institutionalism. In the “first Pahlavi period”, the promoters are the elitist approach and sending students abroad, and the inhibitors are the inattention to the creation of wisdom in the scientific community, the dominance of the positivist point of view, and insufficient facilities for scientific endeavors. In the “second Pahlavi period”, the promoters include the exchange of knowledge with domestic and foreign universities and efforts in university building, and the inhibitors include the inconsistency of quantitative-qualitative expansion and the predominance of the Napoleonic model on the university structure. In the “period of the Islamic Revolution”, the promoters include participation in domestic and international rankings, the widespread presence of women, internationalization, a thorough knowledge of the historical course and the rich history of knowledge, and the inhibitors include traditional development, essayism, and massification. Conclusion: The idea of a pioneer university in knowledge, by changing the existing rules, patterns, structures and norms of knowledge, can adapt the university and university practice in Iran to new examples in this field. In such a way that in addition to aligning with the needs of the knowledge-oriented society, it will manifest the role of liberation with a new identity. The requirements for the realization of this idea are dependent on the precise knowledge of the promoters and inhibitors, which realized the necessity of its construction in contemporary Iran with justified historical-scientific explanations.