Int. J. Fin. Acco. Eco. Stu. Vol. 2 / No.1 / Winter 2012

Classroom-Oriented Higher System or Workshop-Oriented System (Based on Cost & Economic Approach)

Receipt: 15, 4 , 2012 Acceptance: 29, 5 , 2014

Taghi Torabi Associate Professor at Sciences and Research Branch

Samaneh Tarighi PhD Student, Economic faculty of Islamic Azad University, Sciences and Research Branch (Corresponding author)

Mahsa Ghorbani PhD Student, Management & Accounting Faculty of Allameh Tabataba’i University, ,

Abstract The most important goal of each society, is to reach economic development. As the goal and agent of development, man has got an important responsibility, which responsibility is realized by way of education, specially higher education, because the universities are the main factors for progress, production of knowledge and education of specialized human forces and they play a significant role in management of knowledge production. Taking into consideration the scientific and economic status and the international situation, today, the universities face big challenges, and in this paper we are going to address the issue of pathology of higher and consider the failure of paying attention to the style and quality of holding classes, i.e. mere attention paid to those that are carried out in the classes in a cliché form (classroom-oriented method) instead of managing the workshop-based classes, as a serious damage in shaking the higher education structure. In this essay, we will address the issue that the training method in the previous decades has been in the form of discussion, workshop-based, and with the goal of development of thought and skills. But today, teaching is based on the professors speaking alone and lacks a discussion environment and challenging the pure theories. So, the ability to develop skills and the opportunity for thinking have been negated and this means the science is not turned into skills, and the existing gap between science and technique and more fading of the industry-university relation. At the end of this paper, I have to mention that, by modernization of the educational approaches of the previous centuries, that were accompanied with emphasis on development of thought, skills and workshop-based classes, we can find the proper position of the know-how in industry and then establish a reciprocal relation between industry and university and turn the knowledge into technique and technique into wealth and expect the improvement of relation between industry and university and increasing the efficiency and effectiveness of education at the universities and even answer the conventional question that “which one is better, knowledge or wealth” Keywords: Higher Education System, university-industry, Classroom-oriented, workshop-oriented, development of thought and skills.

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1- Introduction improves the student's general, and at Development is defined as the times, professional knowledge without interaction between new thoughts, ideas taking the skills and expertise into account. and ideals and the older structures that lead This method of instruction, therefore, to the formation of newstructures and which is class-oriented and ignores the institutions. According to this definition, workshop skills, only transfers the the pushing force behind the development teacher's knowledge in time and disregards of new sciences consists of new ideas and the encouragement of skills and the thoughts. Therefore, universities play a key improvement of the student's personal role in developing countries, since they capabilities in fields related to knowledge, have now changed into important skill and approach. In this article, we try to institutions which are capable of prove this theory by referring to the developing the countries by investing in flourishing eras of the Islamic civilisation human resources as the most significant in the past to show that workshop-oriented factor of the economic growth through higher education (skill-oriented) could be production and scientific achievements. more effective at higher levels than the This is why most developed countries and, class-oriented one, and it could as well with little delay, developing ones have lead to improvements in industry- given priority to higher education in order university relations by training the skills of to respond to their social demands and the students, and therefore, removing some make suitable adjustments. Most of the of the obstacles in the job market. Also problems faced by the higher education there is a significant principle in medicine system in the past were intrinsic, but today, that says "Proper diagnosis is the start and universities are more in contact with the the basis of treatment", and as the social outside world due to the advances made in scientists also say "Correct definition of information technology, and thus are more the problem solves half of it"; of course, exposed to the worldwide risks. It is, one must consider the importance of therefore, necessary to look at the higher treatment in addition to the proper education in a challenging approach, as it diagnosis and the definition of the is essential to carefully consider the problem. Our society is faced with many contents and quality of instruction to problems indeed since in a developing replace the habit of memorizing, which is country like Iran, we should not forget the among the several threatening factors that fact that development starts with scientific challenge the higher education system, development. When science is improved, with skills and a workshop-oriented economics, politics and management system, and this constitutes one of the follow suit as well. In fact, we may define greatest challenges of higher education the goal of instruction in a higher today. This is because our system of education system into four groups: education is class-oriented which 1.Increasing the general knowledge of encourages memorization and only the student. Vol.2 / No.1 / Winter 2011

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2.Increasing his/her professional theoretical aspects and stressing knowledge. memorization. This problem must 3. Increasing his/her general skills. therefore be paid attention to in 4. Increasing his/her expertise. universities, and considering the It is most unfortunate that in developing remarkable activities of the Islamic Open countries like Iran, as well as in some University and their accomplishments so developed countries, the main objective of far, they must take this challenge more the higher education system is seriously and become more aware of the concentrating on the general or expert applied aspects and the effectiveness of knowledge and ignoring the student's their activities in order to direct the skills. This is to say that they mainly stress educational system towards the workshop- the marginal points and forget about the oriented method which was prevalent in main topic. This, Of course, leads to a religious centres and in the past (at the system that functions like empty nut shells; time of flourishing Islamic civilisation), in that is to say they mostly stress the class- line with their own objectives of increasing oriented aspect of the higher education knowledge (general and professional), in system rather than its skill and workshop- order to improve their effectiveinstruction oriented significance. This indulgence by containing this way of teaching in their creates the lost chain in industry-university university courses. relation because of which we are held back from economic development and creating a 2. Literature of Review proper relation between our college 2.1. History of Science and Culture in graduates and the job market. The existing Iran trainings do not provide the necessary Iranian civilisation is one of the oldest grounds for the students and they graduate civilisations in the world. Due to historical, without acquiring the required skills. In musical, astronomical, literary sciences addition, the existing trainings are not in and advice and examples as well as the line with employment and life, and they lifestyle of their great men, Iranians were lack collective insight and cooperation. considered among the most important Therefore, the existing vacuum between people, and what caused this remarkable the status quo and the ideal situation change in this old civilisation was the indicate the symptoms of disorders in advent of Islam. Most Islamic and teaching and learning processes. The point religious works as well as those carried out that I, as a researcher, notice most is the in other fields were created by Muslim, challenges facing a higher education Iranian scientists. Literature, religious system which ignores the student's skills jurisprudence, Hadith, interpretation, and creativity by not holding workshops speech, philosophy and mysticism were all courses (skill-oriented) and instead merely formed in the early Islamic centuries. The emphasizing his/her increased general and Islamic laws and principles were founded professional knowledge by teaching the by thousands of religious jurisprudents, Vol.2 / No.1 / Winter 2011

56 / Classroom-Oriented Higher Education System or Workshop … clergymen, interpreters, Hadith narrators scientific and spiritual achievements of the and politicians. In the book "the history of Iranians.2 The second century A.H. was in Literature", "Edward brown" writes: "If fact the beginning era of compiling you remove what the Iranians have written sciences and the opening of the doors of on these topics about the sciences which the Islamic world to the strong are generally known by Arab names, the civilisations, and the presence of Imam best part of the related science Reza (Peace be upon him) in Khorassan disappears."1 enhanced this era in the Iranian society.3In 1-"Bonyad-e-Hekmat-e-Islami ye Sadra" the third century A.H., reputable libraries (1382) "Mullah Sadravafalsafeh ye such as "Nuh Ibn Mansur Samani" were Mo`aser-e-Jahan" (Mullah Sadra and the established in Iran and the clergymen Contemporary Philosophy of the World"; enjoyed a high socio-political status in this The collection of Articles related to the era. The territories of "Neishabur", Regional Seminar "SadraAmtalehin". Bokhara", "Ray" and "" were the cradle of the development of the Islamic 2.2. The Ancient Iran sciences during the third and fourth A school was established in centuries A.H., and great libraries of high "JondiShapur" during the reign of the importance were also established in the "Sassanid" where the philosophers and fourth century. The unique library of scientists studied and taught. This city was "Sâhabb. `Ebâd", which had an index the scientific cradle of the State and consisting of ten volumes, is one of these collected books from the remotest corners examples. Providing a suitable ground for of the world upon the establishment of science in the fourth century A.H., and the "JondiShapur" Library. Other crafts and existence of great men like "Mohammad b. technologies like textile industry, pottery, Es'hâq", "Sheikh Saduq" and "Sheikh and the advanced architecture of the Tusi" turned the fourth century A.H. into a "Sassanid" era were well-known along unique one. Different sciences like Hadith, with the sciences of the time. Being astronomy, medicine, philosophy, speech, situated on the crossroads of the old world, religious jurisprudence and the Koranic Iran made the presence of different sciences developed in the fourth century religions, sciences and industries possible, A.H. Therefore, this century may be and this fact points to the significance of considered as one of the most notable ones Iranian sciences and civilisation in the in the Islamic civilisation. In that era when ancient times.1 the entire world was surrounded by ignorance, there lived scientists like 2.3. Scientific Changes in the Iranian "KhâjehNasir al Din Tusi", "Rashid al Din Culture in the Past Centuries Fazl Allah Hamadâni", "`Atâ al Molk The first and second centuries A.H. Joveini", "Qotb al Din Râzi", "Kamâl al were the eras which marked the Din Hussein Behzâd"4, and"Ibn Sina", who Renaissance and the flourishing of the is remembered as the Prince of the Vol.2 / No.1 / Winter 2011

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Physicians and whose books "Shafâ" and ages experienced an amazing awakening. "Qânun" were used as references by The spirit of research and studies grew European doctors and physicians.5The among the scientists and gave rise to the Golden Age of the Islamic sciences formation of sciences and new professions gradually started from the middle of the 8th and attracted the interested century A.H. and reached its peak by the youth.1Following this era, in the 19th end of the 9th and early 10th centuries A.H.6 century, the first core of the modern higher Although in the following eras a shadow of education formed in Iran with the objective decline was cast at times, but generally of learning the sciences, technologies and speaking Muslims achieved remarkable industries, with the establishment of "Dar accomplishments in all fields of science al Fonun" School by "". The greatest and most hidden progress they Thereafter, other schools like the School of made in the Middle-Ages the Political Science, the School of 1. PirNiya, H,EqbalAshtiyani, A, &Aqeli, Agriculture, the School of Medicine and B (1384). "Tarikh-e-Iran" (The History "Dâr al Mo`alemin-e-`Âli" were of Iran). established.2 2. Motahari, A "Khedmat-e-Moteqabel-e- Iran va Islam" (Mutual Service between 2.4. The Secret of Shining and Iran and Islam), P. 603. Flourishing Islamic Civilisation in the 3. Ja`farina, R, (1376) "Tarikh-e-Tashayo` Past Centuries dar Iran, : Ansariyan Publications. Considering the flourishing era of the 4. Ja`farina, R (1377) "Tarikh-e- Islamic civilisation and the existence of IslamiAzPeydayesh-e-Islam ta Iran-e- great men who are still remembered after Islami" (The History of Islam hundreds of years, one might ask about the Beginning from the Advent of Islam secret of this great accomplishment, and Until the Islamic Iran), Tehran: about the ways of teaching and learning in "Andisheh ye Mo`aser" Cultural that time, etc. The answer to these Institution. questions is that it is not accidental that the 5. Cohlman,w.e.The life of ibn sina. Iranian nation inherits a scientific history Albany : suny press.1974. and has raised brilliant scientists in this 6. Ja`farina, R (1377) "Tarikh-e- country, and possesses a rich Islamic IslamiAzPeydayesh-e-Islam ta Iran-e- culture This is because the ways of Islami" (The History of Islam teaching in the past centuries and in the Beginning from the Advent of Islam flourishing era of the Islamic civilisation Until the Islamic Iran), Tehran: was the same as it was at religious centres, "Andisheh ye Mo`aser" Cultural and such reputation remained because of Institution. the remarkable qualities attributed to this was the soul of experiment blown into the way of teaching. There is no doubt that body of the 12th century A.H. by the such brilliant scientific history is the Muslims and whence the European dark consequence of practicing this type of Vol.2 / No.1 / Winter 2011

58 / Classroom-Oriented Higher Education System or Workshop … education which I am due to explain Republic of Iran), Tehran: "Centre for below. the Islamic Revolution Documents". 3. Kasa`ee (1364) Amir Kabir 2.5. Formation of Scientific Centres Publications, Second Edition, Vernan, The first step in establishing the K. (1371), Cambridge History of scientific centres in Islam, which are Science, Translated by Hassan Afshar. named "Hozeh ye `Elmieh", was taken in from this time on. Despite the obstacles "Medina" at the time of the prophet. The on its way of evolution, the most "Koran", which is sent by God, is the significant event in establishing the Iranian source of the knowledge which was centres was the establishment and founded at the times of "Imam Baqer" and completion of "Qom" Religious Centre "Imam Sadeq" (Peace be upon them). The which played the same role as the "Najaf" students of the School of these two Imams Centre and marked the most significant benefitted from their presence and founded spot of the expansion of the Shiite culture.1 the other religious centres. The trend was progressing in different cities until the 2.6. Training Method of the Religious "Abbasids" era when great schools such as Centres "Nezâmieh", "Dâr al Tarjomeh", Religious centres have their own "Mostanserieh", etc., were established in special system of education and possess Baghdad and other cities.3The gradual remarkable qualities as they base their trend of progress of the religious centres objectives on teaching the Holy Koran, continued until "Najaf" Centre was prophetic Hadiths and narrations from the established by "Sheikh Tusi", and other Imams and their ways. One of these centres like "Jabal `Âmeh","Helleh" and qualities which constitute the basic method "Shâm" were at work beside it and trained of teaching is learning with insight, great scientists like "`AllâmehHelli" and pondering and logic. Sessions are "MohaqeqKaraki" who advanced the conducted through debates and discussions Islamic culture. Upon the coming into in religious centres.2Debate is a special power of the "Safavids" kings, the great way of learning which has been used by and unique centre of Isfahan is considered the scholars since the old times. This a true heritage of "Najaf" Centre which in method is carried out by asking questions itself is a landmark in the evolution of the as well as through debates and discussions Shiite scientific centres. In fact, the Iranian to prove the rights and wrongs and remove scientific centres expanded doubts. Then, the scholars' mistakes are pointed out as the discussions further 1. Ghezzi,G.Education and culture progress and the conversation goes on until .V.2.9,Fall and winter,1974. they reach the truth. These discussions are 2. RoshanNahad, N (1383) Enqelab-e- valuable in learning and teaching and make farhangidarJomhuri ye Islami ye Iran" learning easier as they remind, transfer and (Cultural Revolution in the Islamic expand on what is already learnt and Vol.2 / No.1 / Winter 2011

International Journal of Finance, Accounting and Economics Studies / 59 evaluate them. Debates pave the way for they remove the shortcomings of what they better understanding of the concepts and learn through discussions.4 In addition, in improve the talents and capabilities of the line with teaching and learning at the scholars. They also increase the speed and centres, where the religious issues, precision in transferring data, instant alimony, and the statement of topics assessment and the formation of talents related to practical laws, etc. are involved, and inclinations. They are also very the scholars do research. Benefitting from effective in forming and strengthening deductive methods, reasoning, discussions, group relations. 3Therefore, the presented questions and answers, debates, disputes views are analyzed in this approach which and at higher not only improves the knowledge of the student but the required skills for reasoning 1. Ghanimeh, A (1372) "Tarikh-e- are also encouraged. On the remarkable Daneshgahha yeIslami" Translated by quality of the instruction method at the Nour Allah Saha`ee, Tehran; Tehran religious centres, "ShahidMotahari" writes: University Publications. "The advantage of the scholars education 2. Raveshe amozesh dar hozeye in comparison with the other methods of elmie.magale hoze,shomare teaching is that upon instructions, the 51,safheye 38 scholars carefully study the lesson and then 3. Zavabeti, M (1387) they discuss it with each other, write about "PazhuheshdarNezam-e-Talabegi" it and simultaneously teach other lessons (Research in the Scholarly System), P. which leads to better understanding of the 182 – 186 scholars themselves. The scholars at 4. Shiveye amoozeshe hozavy,Majale religious centres do not simply memorize noore elm,shomare 5,dore 4 the topics by rote, but they play an active levels, jurisprudence and qualification role in the process of learning. They study for religious leadership are among the before the lesson starts and try to applicability of research at religious distinguish the basic issues and preparefor centres. Therefore, it might be said that the taking part in discussions. By teaching the style of teaching at religious centres have topics they have studied, they further been based on teacher-student relations deepen their own knowledge, and the since the old times and the active presence difference between them and the university of the scholar is required. Classes are not students lies in the same point. Scholars at held passively, and the scholars' presence religious centres learn deeply due to the creates a better ground for the better special way of instruction, but the method understanding of the topics as their of instruction at universities does not have participation assists to learn the lessons in the same quality. Scholars at religious a deeper manner. When students take part centres study in depth and have the chance in the process of instruction, questions are to think about what they have learnt and asked which may provide a ground for challenge the debates taught in class. So better thinking.1 Therefore, with such a Vol.2 / No.1 / Winter 2011

60 / Classroom-Oriented Higher Education System or Workshop … style of teaching which is used at many encouraged and he/she loses his/her scientific centres and universities in the interest in independent thinking and world, the points of ambiguity in textbooks skillful creativity as the teacher is thinking are removed and creativity is encouraged instead and presenting the complete topics and this serves as an example for facing (solutions and answers).3 In this respect, new challenges. This method of instruction "OstâdMotahari" states that the student's is what has been used for many centuries brain should not be mistaken with a store and at the summit of the Islamic room, as the goal is improving thinking.4 civilisation. Today, such system of In this method of instruction, the instructor education which is workshop-oriented seems to have forgotten that transferring (skill-oriented or two-way) is being carried knowledge is just one of his/her missions out in contrast with the class-oriented and that of the university, while he/she is education (stereotype and one-way). supposed to make room for discussions and debates as well as analysis and 2.7. Class-oriented Method of Teaching considering the different aspects of the (Stereotype or One Way) topic following the instructions. The Despite the fact that universities are instructor must not deny the students the considered among the important chance for thinking along with creativity, organizations through which culture, and he/she muststop teaching mere knowledge, skill, etc., are transferred and theories and encourage the students' skills the method of conducting classes matter, together with their knowledge. At the same but in recent decades we are witnessing lessons conducted in the class-oriented 1. Kabari, A. Pishineh ye Dabeshha ye manner; a teaching in which the teacher is IslamidarHozehha ye `Elmieh the sole talker presenting the information (History of Islamic Sciences at the and data, and the student, who is the Seminaries", P. 13. subject of training, is a passive listener 2. Ahmadian, M and AqaZadeh, M memorizing the subjects.2 In this method, (1380) "Rahnamayeraveshha ye teachers transfer pure theories to the Novin-e-Tadris", "Ayish" students by explaining the topics, with the Publications students taking no part in the process of 3.Silver, j. G.et al (1372), "BarnamehRizi learning and teaching, or at the most, ye DarsiBarayeTadrisvaYadgiri ye playing a very minor role in it. In these behtar" (Planning for Better Teaching traditional, stereotype classes, there is no and Learning), Translated by Gholam incentive to challenge the instructed Reza KhubiNejad, : "Asta-e- materials nor is there room for criticism, Qods-e-Razavi". and the student only suffices to learn them 4. "Khakban", Soleiman, "Asibshenasi ye by heart with no practical use, and thus Nezamha ye `ElmiTarbiyati" thestudent remains detached from research (Disorders of the Scientific- and studies and his/her creativity is not Educational Systems), P. 34. Vol.2 / No.1 / Winter 2011

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time, the students are not instructed to the least effective and has little chance of encourage their skills to become skilful producing and improving science as well personnel. This is because we are as the general and professional knowledge. constantly trying to increase the students' knowledge instead of improving their skills. Class-oriented method of teaching is 2.8. The Method of Workshop-Oriented mostly following the principle of Instruction (Skill-Oriented or Two Way) "certainty" which is based on the idea that In contrast with the class-oriented for each question, there is only one system of training, there is the workshop- possible answer and the rest are wrong. oriented system in which the instructor is Therefore, education becomes prescribed not the sole talker and plays the role of a and imposed and becomes limited to a guide and facilitates the learning process restricted space and so discourages the by trying to make the students take part in possibility of making new moves and discussions and make them act up to their attempts.1 On the other hand, it seems that potentials.4Learning, in fact, is here aimed the stereotype response of the students at developing the skills. In this method, the causes discouragement. They regard the student is not just a passive listener and is outcomes of research as fixed and being given a chance to develop his/her unchangeable, whereas the research skills by personal initiative.5Participation outcomes are constantly changing and in the process of teaching and learning being modified, and such a picture of gives the student the chance to practice science leaves no room for studies and exactness in his/her learning and provides research and kills the love and incentive an opportunity for the student to challenge for studying, in the student. 2 It may his/her learning and improves his/her therefore be said that the main objective of creativity through which he/she becomes this way of teaching is the transfer of capable of thinking of new ideas, theories, knowledge from the centres that produce anticipations as well as production of new science to the students, and of course, this things and revisions in sciences and other way of teaching takes away their ability to fields.6 Teaching in such an atmosphere understand the new problems and solve can make theories and them. This happens while the societies are constantly changing and we are faced with 1.Hesabi, M, Roshd Magazine, Primary new problems every day and need new Education. No. 2. solutions, and the students who have been 2.Ravan, A, "Roshd-e-Amuzesh" raised with this method lack practice in Magazine, P. 11. confronting with challenges and problems 3. "Khakban", Soleiman, "Asibshenasi and their creativity, thinking and skills are ye Nezamha ye `ElmiTarbiyati" not encouraged and no doubt, they will not (Disorders of the Scientific- be able to solve the new problems.3 This Educational Systems), P. 34. system of education with these qualities is Vol.2 / No.1 / Winter 2011

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4. GolGavand, F (1386) "Moqayeseh ye a critical manner and think and ask Ta`thir-e-Ravesh-e-Tadris-e- questions in accordance, because Fe`libaRavesh-e-TadrisMobtani bar knowledge comes with asking questions. Ekteshaf (Comparison made The chance to ask questions and between the Present Method of challenging the topics and analyzing them Teaching and the Method based on and thinking about them teaches them the Research and Discovery), P. 8. correct way of thinking.4In fact, one of the 5. Torence, P., (1375) "Este`dadhava major objectives is teaching how to think Maharatha ye KhalaqiyatvaRahha ye critically. It is expected from the students AzmunvaParvaresh-e-An" (Creative to have their own views on different Talents and Skills and How to rain subjects and be able to criticize and them), Translated by Hassan analyze topics in different fields, and the QassemZadeh. prerequisite to get to this point is the start 6. Doris, C (1378) "Amuzesh-e-Raftar- given by the university so they practically e-KhallaqvaEste`dadha ye learn how to express their opposite views, DerakhshandarDaneshAmuzan" and how to communicate and take part in (Teaching Creative Behaviour and discussions. In a statement from the Talent in Students), Translated by prophet, Dr. Sahriati writes: "The most MojtabaJavadian. needed element in a revolution is a concepts realize in the frame of action. revolutionized mind, insight and way of This is the most important goal of thinking." Shariatmadari writes: "In the teaching, that is to say "concept teaching process of education, basic skills of skill".1 Acting without thinking is thinking, observation, experimentation, corruptive and pushes one away from discussion and dialogue as well as his/her goals. At the same time, science collecting data are all acquired in the without action only piles up theories and process of solving the problemand this views in brain and does not improve the happens in a teacher-student quality of instructions at higher education relation.5Therefore, the instructors must level.2 Students must put into practice find a way to divert the students' thinking whatever they learn and know and direct it towards a more productive theoretically; that is to say, they must turn path.6 By encouraging group work and a the subject science into a practical one in mutual relation between the teacher and order to make a link between what they the student, a chance will be provided for know and the expected action.3The the teachers to encourage the students' instructors, in fact, must try to teach with talents in this approach, so the field most regard to the application of the subjects in related to the students' talent is identified the real world, so that the students may use and the ground for extra studies and them on different occasions in life and at activities provided. On the other hand, one work. The class atmosphere makes it might face the student with a challenging possible for the student to look at things in situation. Studying policies in this Vol.2 / No.1 / Winter 2011

International Journal of Finance, Accounting and Economics Studies / 63 approach must be programmed in a manner 7. Mohseni, A. "Vizhegiha ye to let the students be encountered with a Tadris-e-Fa`al" (Characteristics of new and uncertain situation and then direct Active Teaching), "Negah" Monthly them towards solving a problem. In this Magazine, P. 5. case, through practice and solving problems,the student gets experienced and students and when the students graduate his/her creativity and skills are encouraged and become lecturers, the trend repeats and so he/she gets ready to face the next itself. This is as if the instructors have challenges and practical situations. This is forgotten their most significant duties because the student has practised how to which include the ever increasing apply his/her learning in class. In other strengthening of the relation between the words, the basic reward for learning is industry and the university, and the only acquiring the ability to use our knowledge mission they consider for themselves is the and go beyond the process of learning and mere teaching, instructing and transferring move towards thinking. 7Assisted by the their knowledge. This is how one can workshop-oriented learning system (skill- practice thinking, reflecting and criticizing oriented), we can get rid of the vicious while learning as well as memorizing and circle formed at the universities,since as comprehending the topics through class we know , our instructors teach the discussions and extra practice,and so 1. (1384 – 1386), "Shiveh ye Amuzesh- improve his/her skills along with the e-Novin" (Modern Method of general and professional knowledge. It Teaching),"Ta`lim O Tarbiat" must be pointed out that a scientific society Seasonal Periodical, Research Centre has greater needs for the elite than for of the Ministry of Education, No. 2. those who have merely memorized the 2. Ya`qubi, A (1386), Roshd Magazine. theories and lessons. 3. Hesabi, M, Roshd Magazine, Primary Education. No. 2. 2.9. Approaching the Workshop- 4. Mazaya, E (1374) Oriented System through the Link "AmuzeshvaParvaresh-e-tafakor-e- between the Religious Centre's and Enteqadi", Tehran: Samt Publications. Universities 5. ShariatMadari, A (1374) "Resalat-e- One of the reasons that we could not fulfill Tarbiyativa `Elmi ye Marakez-e- our goals in the higher education system in Amuzeshi" (Educational and the past decades might be the gap between Scientific Mission of the Training our way of teaching and that applied at the Centres), Tehran: Samt Publications. religious centres, during the flourishing 6. Ra`uf, A (1378) Islamic era. Therefore, strengthening the "YadDadanBarayeYadGiri" relation between the religious centres and (Teaching to Learn). Tehran: Amir the universities and the union between Kabir Publications. these two institutions could certainly decrease some of the problems existing in Vol.2 / No.1 / Winter 2011

64 / Classroom-Oriented Higher Education System or Workshop … our higher education system and revive the economic development and consequently teaching approaches of the past eras. strengthen the links between the industries Policies to unite the religious centres and and the universities. We must not, the universities are stated by "Ayat Allah therefore, forget that the relation between Khamenei" as follows: "Science and the religious centres and universities is not religion must move uniformly in the the same as interfering in each other's Islamic system".The unity between the realm of expertise, but the purpose is religious centres and the universities does directing them towards a certain goal. not imply that professional religious courses must be followed at the 1. Khamenee,A.(1389)Resalat universities and college expertise at Magazine,p.2. religious centres. On the condition that the 2. Delavar Pour Aqdam, M. "Chaleshha religious centres and universities are linked ye Vahdat" (Challenges of Unity), P. and unbiased, they will assist each other and cooperate with one another. Science 2.10. The necessity for cooperation and religion constitute the two branches of between the universities and the one institution; one of these two is the industries religious centres and the other one, the In today's world, there are direct links universities. 1 In fact, one of the most between technological development and tangible grounds for the closeness and progress in different social, economic and cooperation of these two institutions is political dimensions in every country, to using the same methods for study and the extent that one might say that research;exchanging information, forming technology is the basic factor for creating shared networks in research, giving data, wealth, insight and capabilities in different exchanging students and instructors as well countries and is considered a powerful tool as greater correlations which can play a in the national development. According to major role in the cooperation between the the definition given by Scop, technology religious centers and universities. consists of four basic elements: manpower, 2Therefore, one of the policies which can machinery, organization and information, rid us from a theory-oriented (class- and the interaction between these four oriented) system of education and push us elements makes growth and economic towards a workshop-oriented (skill- development possible. Among the four oriented) system is greater relation basic elements of technology, manpower between the religious centres and the plays a basic and central role. Using the universities, and the return to the ways of best and the most modern machinery will teaching in times of the flourishing Islamic not be possible without employing an culture and civilisation. By modernizing expert and skilled manpower. This is those methods in today's world, we can where the important role of the universities improve skills and increase the knowledge is noticed, and the reason is that of the students and gain access to universities are in charge of training skilled Vol.2 / No.1 / Winter 2011

International Journal of Finance, Accounting and Economics Studies / 65 and expert manpower which in turn makes respect: "Where there is no science, there progress possible by applying its is nothing, and the existing technology is knowledge and skill in the arenas of borrowed from others."4 Therefore, for a production and industry. 1 deep interaction between the university and industry and making the best of their 2.11. Improvement of the Industry- mutual relation, we must definitely change University Link through Workshop- the way the classes are conducted and Oriented (Skill-Oriented) Method of consider the Teaching Failing relations between the different 1. Ghodrati,A.(1376)Zarorate Taamole industries and the universities was the Daneshgah Va Sanat,Paygahe Etela constant subject of talking in the past Resani Ye No Andishane Sanate Iran. decades. However, what we are witnessing 2. Shiri, M.&ZolfiGoli,M, "Pol-e- today is their inability to make an effective MovafaqBein-e- relation between these two sections. There DaneshgahvaSan`at"(Bridge of are certainly numerous reasons for this Success between the University and weak relation of which, one may be the Industry). inability of the universities to train an 3. Saburi, A. (1385) "Tolid-e-`Elm dar expert, skilled and creative manpower Iran" (Producing Science in Iran), suited to the needs of the industry. Seasonal Periodical "Siyasat-e- Industry-university link is very important `ElmivaPazhuheshi ye Rahyaft", No. in making projects operational, and to 38. accomplish this goal, improving and 4. Maskun, Reza &HaqTalab, Ali. increasing the quality of college trainings (1377) "Barnameh ye Melli ye is required. Universities must provide the Tahqiqat-e-Keshvar" (National grounds for splitting the science Planning on Research in the Country), boundaries and put the training of capable, Seasonal Periodical of "Siyasat-e- scientific manpower on top of their agenda `ElmiPazhuheshi ye Rahyaft", No. 18. to increase innovations and make the instruction method and the quality of transfer between knowledge and the materials to be learnt in order to technology possible.2 In universities, the identify and train the individuals with an right way of doing research must be taught industrial outlook. This is to say that as to the student, and he/she must be long as the lessons, projects and theses are instructed to identify the challenges and theory-oriented and disregard the needs worries of the industry in the shortest time and worries of the industry, and the and with the least cost, and solve them. instructors believe their duty is merely Then, by applying the acquired knowledge accomplished by teaching at the university in industry, he/she must make an attempt with no regards for the thinking, skills and to improve this weak link. 3 The words of creativity of the students, by means of great men conclude the whole point in this holding stereotype classes (class-oriented) Vol.2 / No.1 / Winter 2011

66 / Classroom-Oriented Higher Education System or Workshop … as before, we should not expect a strong 2.12. The Added Value of the Higher bond formed between the industry and the Education System university. In case we manage to direct the The criterion used to assess the teaching towards the workshop-oriented education systems in the recent years is the method, and train skilled and expert added value. According to this assessment, manpower and follow the in-demand the purpose of the added value in the projects from the industry, and through higher education system is the value added scientific research at the university find the to the education system. 2 Therefore, the real source of the production problems to quality in higher education may be defined present suitable offers to the industry, then, by each of the elements of the system. on the basis of the newly acquired When all the elements that constitute a knowledge at the university we can benefit system are considered in the assessment, from the comparative advantages and at the overall quality must be taken into the same time, the university may take account as well. The writer believes that advantage of the financial resources and one of the factors that could guarantee the the industrial equipment in return and even better quality of the higher education acquaint the students with the industrial system and its resulted added value is atmosphere by passing a training course in paying attention to the quality and the industry and face the existing daily method of instruction and the manner of challenges. 1 Under these conditions, holding classes at the higher education economic development through stronger level. If we manage to improve the relation between the university and the knowledge and skill of the students in the industry becomes possible and the frame of the workshop-oriented method of university will be assisted to take a real instruction, we may also claim a share in share of its own from the global science improving the quality of education, and production market. In other words, when because of this quality, notice a high added science and technology are intertwined in a value in the higher education system. country, the university and the industry join automatically. To realize this goal, it 1. Khaze`ee, Ali &Tahabi, Ali (1389), is necessary to adjust the contents of the "ArzyabivaOlaviatBandi ye Mavane`- offered courses and the method of teaching e-Ertebat-e-DaneshgahvaSan`at" at the universities with the basic needs of (Evaluation and Prioritizing the the society, so the graduated student may Obstacles in Relations between the learn a few notable skills to be useful in University and Industry), Seasonal case he/she is employed in the industrial Periodical of "RahbarivaModiriyat-e- section. In addition, if the universities Amuzeshi" (Leadership and include industrial counseling in their Instructional management) The Open courses, they will assist this process. University, Garmsar Unit, Year 4, No. 2.

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2. Mc Ginn,N.F.and objective of investing in the training of Borden,A.M(1995).Franming skilled manpower without paying attention Questions,Onstructing to the improvement of skills, productivity Answers:Linking Research With and the quality of trainings, and without Education Poliy For Developing assigning the key social roles to the elite to Countries,Cambridge. achieve the developmental goals of the So, through careful compilation of the country, we merely incur high costs by instructional programmes and a different damaging the national economy. approach to the teaching methods, we shall Therefore, if we do not change our views eventually realize our educational with regard to our system of higher objectives and speed up our success in education, we will not only fail to fulfill reaching our economic goals. our scientific objectives, but by wasting our resources, we will also get further 2.13. The High Cost of Higher away from economic development. This is Education System Due to the to say that we have merely cared for the Maintenance of Class-Oriented quantitative number of the students and Instruction Method wasted a great opportunity by training Higher education as a consumptive and people with little capabilities and have investment goods is demanded by people wasted our time and that of the society by in all societies. The consumptive aspect of theorizing. the higher education is manifested by using the teachings and instructions and having a real incentive to learn.On the other hand, 2.14. Which is better; Science or Wealth postponing employment in the hope of Todaywith the speedy changes of getting a better job in future through science and technology in the world, the studying is the investment aspect of the remarkable role played by the universities higher education. Due to creating a ground and the faculty as well as the students in for consumption and investment, the the present social, economic and cultural higher education like any other item structure of the countriespoint to the imposes some cost on the individual and valuable scientific followed by productive the society. The obvious cost for the activities which are the outcomes of students is the university fees, and the knowledge and scientific research. With hidden costs include spending energy, time this introduction, we want to pose a very and preventing one from earning income in common question: Which is better; case of being employed, and definitely the Science or Wealth? Then, with the costs impact the society as well on a assistance of the two formerly-mentioned greater scale. In fact, in case our method of systems of education (workshop-oriented education is class-oriented with the above- or class-oriented)we begin to answer this mentioned characteristics, that is the question. In case of class-oriented payment of great sums of money with the education system (stereotype and one-way) Vol.2 / No.1 / Winter 2011

68 / Classroom-Oriented Higher Education System or Workshop … which failed to improve any skills in focusing on "Science" in the national, students and only made them memorize regional and global relations and and theorize, the goal is mainly directed accrediting the science and technology in towards improving the level of knowledge determining the global status and power of and withholding the student from seeing each country, and of course by science we the manifestations of these theories in the mean the one which is the outcome of such real world. This kind of science definitely training. cannot provide the ground for insight and one cannot gain insight by applying this 3. Conclusion & Disscusion kind of science at such level of insight and Improving productivity and economic, no doubt we will not succeed in changing political and cultural advancements depend technology into wealth either. What one on the means of flow of science and can say here is that such science is of no information, and using information use for any one and most probably under depends on the individual's quality of such conditions wealth is better than learning. Therefore, paying attention to the science. Ironically, if we could change our method of teaching and the higher insight and change the present method and education is very significant. Nowadays, structure of education with instructional actually, the era of the stagnant university way of the past centuries and returned to with a class-oriented method of stereotype the workshop-oriented system of teaching which trains the manpower education, then we could turn science into holding a certificate in hand looking for technology and again change the jobs has ended, and the universities must technology with wealth and benefit from it. stop raising students who are not As quoted, in comparison, from the professionals and are impotent and lack prophet (Peace be upon him): "Al `Elm creativity, with the class-oriented method Kheir men al Mâl, al `Elm YahrSekva of instruction which merely focuses on the Anta TahrSâlemân." Science is better than augmentation of knowledge without wealth, science safeguards you, but it is encouraging the skills. Therefore, the you who safeguard the money."1 higher education system needs a basic Therefore, the science which is the change in its curriculum and particularly in outcome of the workshop-oriented its way of teaching to solve such problems. teaching method is definitely better than This is because the universities can only wealth since by learning more science and solve the problems under the conditions of the possibility of changing it with good quality education and research. One technology we might even gather more of the ways which may be used by the wealth, and today, not just in slogans but in universities to improve their quality is the the real outlooks of the world, they talk pattern we have already introduced which about changing power with science and was the workshop-oriented method. This insight; that is to say the replacement of indeed is the modernized method of science with brute force and capital, and training at the religious centres and at the Vol.2 / No.1 / Winter 2011

International Journal of Finance, Accounting and Economics Studies / 69 time of the flourishing Islamic civilisation, Refrences which provides the ground for the 1) Ahmadian, M and AqaZadeh, M encouragement of skills together with (1380) "Rahnamayeraveshha ye increasing the knowledge (general and Novin-e-Tadris", "Ayish" Publications 2) "Bonyad-e-Hekmat-e-Islami ye Sadra" professional) in line with today's needs, (1382) "Mullah Sadravafalsafeh ye and it also attends to strengthening the Mo`aser-e-Jahan" (Mullah Sadra and industry-university relation and reminds us the Contemporary Philosophy of the that the most important duty of the World"; The collection of Articles university is producing new science related to the Regional Seminar through education and ultimately applying "SadraAmtalehin". the learned materials to the real world. 3) Cohlman,W.E.(1974)The Life Of Ibn Sina.Albany: SUNY press. Therefore, the universities which are the 4) Delavar Pour Aqdam, M. "Chaleshha main index of a country's progress may ye Vahdat" (Challenges of Unity), P. 3. provide the ground for the positive 5) Doris, C (1378) "Amuzesh-e-Raftar-e- competition between the other KhallaqvaEste`dadha ye DerakhshandarDaneshAmuzan" 1. "TasnifGhara al Hekam", P. 48. (Teaching Creative Behaviour and countries by moving towards the Talent in Students), Translated by MojtabaJavadian. workshop-oriented system of education 6) Mazaya, E (1374) and direct the student towards thinking and "AmuzeshvaParvaresh-e-tafakor-e- acting and let the instructor guide the Enteqadi", Tehran: Samt Publications. student'sway of thinking. This means that 7) Ghanimeh, A (1372) "Tarikh-e- the higher education needs to get out of its Daneshgahha yeIslami" Translated by memory-oriented state and must be pushed Nour Allah Saha`ee, Tehran; Tehran University Publications. towards workshop-oriented (skill-oriented) 8) Ghezzi,G.(1974)Education And direction to be able to solve the problems Culture.V2.9. of the education system and succeed in this 9) Ghodrati, A (1376) "Zarurat-e- way as the custodian of training the skilled Ta`-e-DaneshgahvaSan`at" (The and professional manpower at a high level Necessity for Collaboration between to improve their knowledge (general and the Universities and Industries), Public professional) and skill (general and Relations of "No Andishan-e-San`at-e- Iran". professional).It must be considered that the 10) GolGavand, F (1386) "Moqayeseh ye universities which disregard the quality of Ta`thir-e-Ravesh-e-Tadris-e- education and let memorization overcome Fe`libaRavesh-e-TadrisMobtani bar creativity and innovation are regarded as Ekteshaf (Comparison made between obstacles for the growth of the higher the Present Method of Teaching and education in countries. the Method based on Research and Discovery), P. 8. 11) Hesabi, M, Roshd Magazine, Primary Education. No. 2.

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12) Ja`farina, R, (1376) "Tarikh-e- University, Garmsar Unit, Year 4, Tashayo` dar Iran, Qom: Ansariyan No. 2. Publications. 20) "Khakban", Soleiman, "Asibshenasi ye 13) Ja`farina, R (1377) "Tarikh-e- Nezamha ye `ElmiTarbiyati" IslamiAzPeydayesh-e-Islam ta Iran-e- (Disorders of the Scientific- Islami" (The History of Islam Educational Systems), P. 34. Beginning from the Advent of Islam 21) Maskun, Reza &HaqTalab, Ali. (1377) Until the Islamic Iran), Tehran: "Barnameh ye Melli ye Tahqiqat-e- "Andisheh ye Mo`aser" Cultural Keshvar" (National Planning on Institution. Research in the Country), Seasonal 14) Kabari, A. Pishineh ye Dabeshha ye Periodical of "Siyasat-e- IslamidarHozehha ye `Elmieh (History `ElmiPazhuheshi ye Rahyaft", No. 18. of Islamic Sciences at the Seminaries", 22) Mohseni, A. "Vizhegiha ye Tadris-e- P. 13. Fa`al" (Characteristics of Active 15) Kasa`ee (1364) Amir Kabir Teaching), "Negah" Monthly Publications, Second Edition, Vernan, Magazine, P. 5. K. (1371), Cambridge History of 23) Motahari, A "Khedmat-e-Moteqabel-e- Science, Translated by Hassan Afshar Iran va Islam" (Mutual Service 16) Khaze`ee, Ali &Tahabi, Ali (1389), between Iran and Islam), P. 603. "ArzyabivaOlaviatBandi ye Mavane`- 24) PirNiya, H,EqbalAshtiyani, A, &Aqeli, e-Ertebat-e-DaneshgahvaSan`at" B (1384). "Tarikh-e-Iran" (The History (Evaluation and Prioritizing the of Iran). Obstacles in Relations between the 25) Ra`uf, A (1378) University and Industry), Seasonal "YadDadanBarayeYadGiri" (Teaching Periodical of "RahbarivaModiriyat-e- to Learn). Tehran: Amir Kabir Amuzeshi" (Leadership and Publications. Instructional management) The Open 26) Ravan, A, "Roshd-e-Amuzesh" University, Garmsar Unit, Year 4, Magazine, P. 11. No. 2. 27) "Ravesh-e-AmuzeshdarHozeh ye `Elmieh" (Teaching at the Seminary), 17) "Khakban", Soleiman, "Asibshenasi ye "Hozeh" Magazine, No. 51, P. 38. Nezamha ye `ElmiTarbiyati" 28) Richard, G et al. (1378) (Disorders of the Scientific- "AmuzeshvaArzeshyabi ye Maharat'ha Educational Systems), P. 34. ye Yadgiri" (Teaching and Evaluation 18) Khamenee,A.(1389)Resalat of Learning Skills), Translated by: Magazine,p.2. Daneshforuz&Rastegan, Tehran: 19) Khaze`ee, Ali &Tahabi, Ali (1389), Madreseh Publications. "ArzyabivaOlaviatBandi ye Mavane`- 29) RoshanNahad, N (1383) Enqelab-e- e-Ertebat-e-DaneshgahvaSan`at" farhangidarJomhuri ye Islami ye Iran" (Evaluation and Prioritizing the (Cultural Revolution in the Islamic Obstacles in Relations between the Republic of Iran), Tehran: "Centre for University and Industry), Seasonal the Islamic Revolution Documents". Periodical of "RahbarivaModiriyat-e- 30) Saburi, A. (1385) "Tolid-e-`Elm dar Amuzeshi" (Leadership and Iran" (Producing Science in Iran), Instructional management) The Open Seasonal Periodical "Siyasat-e-

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`ElmivaPazhuheshi ye Rahyaft", No. 38. 31) ShariatMadari, A (1374) "Resalat-e- Tarbiyativa `Elmi ye Marakez-e- Amuzeshi" (Educational and Scientific Mission of the Training Centres), Tehran: Samt Publications. 32) Shiri, M.&ZolfiGoli,M, "Pol-e- MovafaqBein-e- DaneshgahvaSan`at"(Bridge of Success between the University and Industry). 33) "Shiveh ye Amuzesh-e-Hozavi" (Seminary Method of Teaching), "Nour-e-`Elm" Magazine, No. 5, Period 4. 34) (1384 – 1386), "Shiveh ye Amuzesh-e- Novin" (Modern Method of Teaching),"Ta`lim O Tarbiat" Seasonal Periodical, Research Centre of the Ministry of Education, No. 2. 35) Silver, j. G.et al (1372), "BarnamehRizi ye DarsiBarayeTadrisvaYadgiri ye behtar" (Planning for Better Teaching and Learning), Translated by Gholam Reza KhubiNejad, Mashhad: "Asta-e- Qods-e-Razavi". 36) Torence, P., (1375) "Este`dadhavaMaharatha ye KhalaqiyatvaRahha ye AzmunvaParvaresh-e-An" (Creative Talents and Skills and How to rain them), Translated by Hassan QassemZadeh. 37) "TasnifGhara al Hekam", P. 48. 38) Ya`qubi, A (1386), Roshd Magazine. 39) Zavabeti, M (1387) "PazhuheshdarNezam-e-Talabegi" (Research in the Scholarly System), P. 182 – 186

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