Document Type : Original Article

Authors

• Reza Tvazoei ¹
• Abdolahad Gheibi ²
• Faramarz Mirzaei ³
• Ali Gahramani ⁴

¹ Ph.D student of Arab Language and Literature, Azarbaijan Shahid Madani University

² Associated professor, Azarbaijan Shahid Madani University, Tabriz, Iran

³ professor, Tarbiat Modares University

⁴ Assistant professor, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

The educational content of the textbooks, in addition to the linguistic concepts, contains the hidden layers that are referred to as cultural content. This study analyzes the values as social phenomena and explains the difference between the use of each value to analyze the cultural content of secondary school Arabic textbooks of Iran and Egypt. The research method was a combination of a) the Springer six-category classification; b) the Rokeach target (instrumental and final) classification; and c) Common classification of values in terms of generality, clarity, durability, requirement and type .The results showed that out of the 74 values in 2 textbooks in Iran, religious values are 40.5%, social values 35.1% and theoretical values 13.5%. In Egyptian textbooks out of the 95 values  40.5% are theoretical values 31% political and human / social values comprised 21.6% of the values. Given the above data, the criticism of the authors of both books is the lack of attention to issues such as divorce, unemployment, addiction, etc. which are emerging socio-cultural challenges and phenomena. Some values, like aesthetic values, have also been completely ignored

Keywords

• Textbooks
• Cultural content
• Secondary education books
• Iran
• Egypt