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Evaluating the Efficiency of High School History Lesson from the Perspective of Cognitive Warfare
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Seyyed Mohammad Taqi Mousavi Karamati *1   , Hassan Javadinia2 , Ahmad Silavi3 |
1- Assistant professor of Islamic maaref, Farhangian University. (the responsible) , mt.mosavi@cfu.ac.ir
2- Assistant professor of Islamic maaref, Farhangian University
3- Assistant professor of Islamic maaref, Farhangian University. |
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Abstract: (192 Views) |
Cognitive warfare is an emerging phenomenon that has truly exposed the life of modern man to devastating shocks that are at the same time invisible and largely incomprehensible in the cognitive and political realm. The will in this type of warfare is to oppose the stability and permanence of modern man's social actions before any instruments of hard war reach the territorial borders. The present article recognizes history as a pre-cognitive principle that, if all its cognitive dimensions are achieved, perceptual or cognitive warfare will never come to an end. For this reason, the present article, in order to examine the effectiveness of secondary school history, has emerged from the perspective of cognitive warfare, which, based on seven theoretical and fundamental cognitive reasons, which include the lack of historical worldview, the lack of continuity of historical identity, historical stagnation, the dominance of the narration of historical events over the expression of historical trends, the lack of temporal extension of the effective forces of history, the lack of a philosophy of history, and the non-individualism of history, considers secondary school history lessons to lack the determining elements such as creating macroscopic historical rationality against cognitive warfare.
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| Keywords: Jihad of explanation, war of narratives, cognitive warfare, history of the Islamic Revolution, secondary school history textbooks. |
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Type of Study: Research |
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