One of the most important goals and characteristics of the educational system, since the realization of the Islamic Republic of Iran, has been the creation and development of ideological discourse in society. As the history of this institution shows after the Islamic Re
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One of the most important goals and characteristics of the educational system, since the realization of the Islamic Republic of Iran, has been the creation and development of ideological discourse in society. As the history of this institution shows after the Islamic Revolution extensive changes have taken place in it. These changes are influenced by the change and transformation of discourses in the system of the Islamic Republic of Iran and have taken place within the framework of the dominant discourse-ideology. In the present study, using the Critical discourse analysis method of Fairclough and the method - Laclau and Mouffe theory, studied the discourse-ideology of education in the government of moderation and by describing and explaining the nature and elements of education discourse the dominant discourse approach in the education system was examined. Research findings show Education The government of moderation from a discursive point of view has approached the discourse elements of Islamic liberalism. Therefore, it emphasizes participation, citizenship rights, criticism, axial intellect, transformation, creativity and innovation, expertise-based meritocracy, skills training, Law-driven and rule-of-law, etc in its documents. The above discourse elements can be proposed in the framework of the discourse elements of the new world system of interaction. The findings also show that the subject considered by the government of moderation is a political subject that conforms to the elements and discourses of the liberal democratic system and this was quite evident in the upstream documents and textbooks of education in relation to the students.
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