نوع مقاله : مقاله پژوهشی
نویسندگان
1 دکتری معارف دانشگاه فردوسی، استاد سطوح عالی حوزه علمیه خراسان و دانشگاه
2 استاد سطوح عالی حوزه علمیه خراسان
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The opposition between “Iranian national identity” and “Islamic-Shi‘i identity” constitutes one of the most contentious epistemological, social, and educational divides in contemporary Iran. Using a theoretical-analytical approach, documentary-discursive analysis, and documented examples, this article demonstrates that this dichotomy is reproduced not only by anti-religious media and archaizing nationalism but also within traditional religious proselytization discourse, particularly in clerical institutions and seminaries. The theoretical framework draws on Berger’s views on pluralism and choice, Bauman’s account of fluid identity, Giddens’s concept of ontological security, Shayegan’s notion of fragmented identity, Castells’s typology of identity, and psychological theories of identity. A genealogical examination suggests that organic coexistence characterized the premodern tradition, whereas the opposition emerged through encounters with modernity, Pahlavi-era archaism, and the associated cultural trauma. Identity conflict is analyzed across four dimensions: epistemological-jurisprudential, narrative-historical, symbolic-linguistic, and institutional-methodological. The analysis identifies reduction, othering, selective silence, and the normalization of a single form of belonging as key mechanisms. Drawing on the Qur’an and a narration attributed to Imam al-Sajjad, the article also distinguishes affection for one’s ethnic community and homeland from reprehensible ‘asabiyya, or chauvinistic attachment. It argues that this conflict may contribute to perceived identity incompatibility, closure, weakened bridging social capital, and widening intergenerational divides. These proposed consequences are theoretical inferences rather than empirically established findings. Finally, the article presents a model of “ethical-civilizational education based on a synergistic, multilayered identity” and outlines its implications for religious preachers, seminaries, the media, and the education system.
کلیدواژهها [English]
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