Presenting a Perception Model of Policy Making in Iran Education, by Fourmulating Educational Policies Based on Critical Sociological Thinking Approach

Educational policy is a complex issue, inherently political, and intertwined with multiple social values. In other words, it can be said that issues that can be raised in educational policy are so- cial constructions that understanding each of these issues, in addition to disciplinary expertise, requires the use of sociological capacity in educational policies based on social indigenous, re- gional and global condition. Therefore, in-depth analysis of this type of issues and efforts to re- solve them and disputes in educational policies, requires the adoption of approaches that can consider the social construction of educational policy in its multiple dimensions and approaches. Critical analysis of educational policy and the usage of interdisciplinary considerations are among the theoretical traditions of methodology that emphasize the importance of examining the serious issue of educational policy within the historical, social, cultural and political context. Two approaches that their applcation and development in the field of educational policies are a response to the past and a sign of fundamental changes in this field. However, little attention has been paid to investment to understand the nature of this change and, more importantly, the arti- culation of educational policies based on two approaches of critical analysis and interdiscipli- nary approach in the process of educational policies in Iran. During this article, in order to fill the gap, a perceptual model based on the framework of the research method of critical analysis of Fairclough discourse based on the study of educational policy of the Fourth Economic, Social and Cultural Development Plan and the Document of Fundamental Transformation of the Su- preme Council of the Cultural Revolution Provided.