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Ramazan Barkhordari,
Volume 3, Issue 32 (Spring & Summer 2016 2016)

As has been indicated in some documents, the higher education as an institution has been large history-more than eight century- and in this large history, important event has been happened. Higher education in modern era follows the modernity as encompass movement by the components such as scientism, individualism, mass production, technicism. Arising such tendencies in higher education has encounter to ancient higher education values. Friedrich Wilhelm Nietzsche-19th German Philosopher- is one of the major philosophers that critique such modernity values. In current paper there has been explained his views on mass culture and authenticity, and mentioned their sins in modern higher education. Philosopher as medic and philosopher as sculptor are tow metaphors that used as tow task of diagnostic and prognostic for philosopher. At the first level there were diagnose the sins of illness in higher education on nietzche’s perspective (mass reception of candidates for being student in university, dominant of quantity in all aspects of higher education, dominant of scientific methods as the legal methods, absence of aesthetic realm and etc. and at the second level the task of prognosis evolution in the mentioned component were explained.

Mrs Roya Jadidi, Mr Ramazan Barkhordari, Alireza Mahmoudnia,
Volume 12, Issue 46 (9-2023)

 The main purpose of this study is "critical discourse analysis" of "female gender identity" in the official documents of education of the Islamic Republic of Iran and its consequences in the formal female gender education. Materials and Methods: Among the quantitative and qualitative methods in social research, in the present study, the qualitative method and the approach of "critical discourse analysis" have been used. In fact, the present study attempts to use "critical discourse analysis" of official education documents to examine whether there are any indications of the dominance of a particular discourse regarding women's gender identity in these documents: In order to achieve the objectives of the research, five official documents of education of the Islamic Republic of Iran were selected as a sample. Denial of conscious agency (despite its constructive role in discourses); Ambiguity; Semantic obstruction, formation of potentially conflicting semantic fragments, potential and sometimes actual hegemonic conflicts and interferences with informal discourse order, ambiguous patterns born of erroneous equivalence logic and then differences, etc. were evident in the construction of female gender identity. Conclusion: Identity crisis as an undeniable consequence of the discourse fluctuation of documents - failure to clarify the proposition of "gender identity" - in line with the prescriptive policies of its compilers. In other words, the domination of marginal discourse " "Otherness" is done; An event that, with the consequence of the possibility and instability of discourses in the conditions of discourse faltering, will lead to unrest and deconstruction, and ultimately the domination of rival discourse.
 Keywords: Critical Discourse Analysis, Female Gender Identity, Gender Education

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