چكيده لاتين
One of the most fundamental issues in different periods of history has been the issue of education. Since until the contemporary period, this issue was mostly related to the upper classes of society and was basically in the complete control of the governments, and in most cases, this group was the one who determined the developments of their era, paying attention to the type of education they received is important and requires more attention than ever before. The issue of education in Iran, like in many parts of the world, was pursued by educating various classes, especially crown princes and princes, and it was carried out with little change from ancient to contemporary times. Since the crown princes and princes of each of the past dynasties played a very prominent role in the governmental structure of their period and determined future developments, they had to undergo special teachings and training. Of course, attention to this issue has not been the same in all periods and by all ruling dynasties in Iran, and depending on the conditions of the court of each of the governments, the type of education, the method of selecting educators, and the general method of education have been different. What is considered the educational system in the Qajar court from its beginning to the end of Nasser al-Din Shahʹs reign is a topic that has been examined in this study in four chapters. The position that education takes at the end of this period is much more important than in the past, considering the conditions and developments in Iran at that time, and it is assumed that the role of influential people of this period is more prominent in the importance of the issue of education for crown princes and princes. The purpose of this study is to examine the educational system of the Qajar court in the mentioned time period, which includes educational materials, the method of education and the role of educators in selecting each of the aforementioned items, and the extent of their impact on the personality of the learners. A descriptive-analytical method has been used to examine the above. The findings show that the first education and educational centers were dedicated to the education of courtiers, princes and their children. In addition to religious education, which was taught to crown princes and princes by the Mullabas from the age of seven, military training, horsemanship, and foreign languages, including French, were other subjects of study. Of course, understanding and learning foreign languages was due to education that was in some cases not systematic and in some cases depended on the intelligence and taste of the students. The role of the Qajar princesʹ mentors and teachers was of particular importance. The personalities of these people had a significant impact on the students.
