Criticism of the philosophical foundations of the educated man outlined in the Islamic Republic of Iran's education document

Background and Objectives: This study critically examines the philosophical foundations underlying the concept of the "educated person" as articulated in the educational framework of the Islamic Republic of Iran. The research aims to evaluate how these foundations—rooted in Islamic ontology, epistemology, and axiology—shape the idealized vision of human development within the national education system.. Methods: Employing a philosophical methodology, the study integrates interpretive analysis, critical inquiry, and deductive reasoning to interrogate the document’s theoretical underpinnings. Findings: The analysis reveals that the philosophical foundations of education in the document are firmly situated within an Islamic religious framework, drawing extensively on Quranic teachings and religious doctrines. The idealized traits of the "educated person" are not confined to anthropological assumptions but are interwoven across ontological, epistemological, and axiological dimensions. However, the study identifies a tension between the document’s aspirational goals—such as cultivating moral integrity, intellectual refinement, and social responsibility—and the practical challenges of implementation. Constraints in pedagogical resources, institutional capacities, and sociocultural realities hinder the realization of these ideals. Conclusion: While the document’s philosophical coherence and emphasis on Islamic values represent notable strengths, the study underscores the need for revisions to address its overly idealistic dimensions. By reconciling theoretical aspirations with pragmatic educational strategies, the framework could better align with the operational realities of Iran’s education system. This critique offers constructive insights for policymakers to refine the document’s philosophical foundations, bolster its strengths, and mitigate gaps during future revisions, thereby enhancing its efficacy in guiding educational practice