An Examination of Social Changes in the Fundamental Reform Document of Education

The concept of examination turned into a significant topic in the field of cultural studies along with the linguistic changes in the humanities. Because of these studies, broader social and cultural contexts and how the society changes came into focus. Accordingly, it is necessary to pay attention to the examination of the society and how it changes. The question that arises here is that how the Fundamental Reform Document of Education (in Iran)-which was created with the aim of solving some of the problems of Iranian education system- examines the level of society, and what is the consequence of this particular examination? For this purpose, Fairclough's method of critical discourse analysis was selected as a method for studying social and cultural changes, and then through Michael Halliday's linguistic mechanisms, in three stages, this document was reconstructed and finally, using this method, the text of the document was reviewed and the results were presented. According to the document, the community has seven areas: education, politics and administration, culture, religion, media and communications, professional and economic areas, and health. These areas are not equal in terms of validity; rather, it is the discipline of religious discourse that comes first and makes it possible to interpret other disciplines of the discourse. The research findings suggest that by using the intellectual foundations of the religious discourse, this document has not been able to interpret other discourse systems significantly and caused a serious change in them. Accordingly, drawing the relationships between the seven thematic areas of the document in line with a social change in the education system has not been achieved.