Abstract:

In the second phase of the Islamic Revolution, revisiting educational models is of paramount importance as a key tool for achieving the revolution's long-term goals. Given global challenges and socio-cultural transformations, there is an increasing need for an educational model aligned with Islamic values and revolutionary objectives. In this regard, Pierre Bourdieu’s theory of cultural reproduction can serve as an analytical framework for designing a comprehensive educational societization model for the second phase of the Islamic Revolution. This theory emphasizes the role of the education system in reproducing social and cultural inequalities, demonstrating how education can reinforce social and cultural identities through cultural and social capital. Based on this theory, the educational model in the second phase of the Islamic Revolution should not only aim to nurture a thoughtful, responsible, and skilled generation but also, through curriculum reform and innovative teaching methods, help preserve Islamic identity and counter socio-cultural threats. The present study analyzes the educational societization model in the second phase of the Islamic Revolution using Bourdieu’s concepts of cultural reproduction and examines its alignment with the revolution’s long-term goals in education. Findings suggest that to achieve educational societization in this phase, the education system must be designed to promote social justice, strengthen Islamic identity, and foster cultural self-reliance.