Examining the Strengths, Weaknesses, and Dominant Values of Educational Content and Resources in the Tehran Seminary

Abstract

During the Pahlavi era (1925–1979), the Tehran Seminary, as one of the prominent centers for Islamic sciences education, played a significant role in training scholars and producing religious knowledge. This study, adopting a historical-analytical approach, examines the strengths, weaknesses, and prevailing values of the educational content and resources of this seminary. The strengths included the Islamic authenticity of the content centered on the Qur’an and Sunnah, the diversity and comprehensiveness of academic disciplines (ranging from jurisprudence and principles of jurisprudence to mathematics and astronomy), and the intellectual depth of texts, which led to the training of multifaceted scholars such as Allameh Sha’rani. School endowment charters, with their emphasis on academic diversity and quality, also enriched the educational system. However, challenges such as the lack of updated textbooks, the absence of an appropriate educational language, and the mismatch between content and learners’ abilities reduced effectiveness. Excessive emphasis on jurisprudence and principles, coupled with neglect of other sciences such as exegesis and theology, was also among the weaknesses. These shortcomings, particularly the failure to adapt to social needs and contemporary developments, hindered a comprehensive response to modern issues. The findings reveal that the authenticity and diversity of content enhanced the cohesion and efficiency of the seminary, but there remains a necessity to revise the curricula to align with current needs and improve pedagogical methods. This study addresses the gap in previous research by providing an in-depth analysis of the scientific and cultural outcomes of the Tehran Seminary and offers recommendations for updating and strengthening its educational system.