Developing a new paradigm for performance of educating city theory in advanced technology mega-cities, case: Tehran, Iran.
Amini, Masoome ; Mahdavinejad, Mohammadjavad ; Bemanian, Mohammad Reza 等
Introduction
An urban innovation engine is a system which can generate, foster
and catalyze innovation in the city (Dvir, Pasher 2004). Cities are
regarded as the place where the business of modern society gets done,
including that of transnationalization (Holston 1999). Cities with
population exceeding an arbitrary threshold of 8 million population,
thereby qualifying as mega-cities (Fuchs et al. 1999; Urban Statistical
Yearbook of China 2005, 2006; Liu, Diamond 2005; Shao et al. 2006).
"People's awareness of the advantages and opportunities of any
town or city, for business, leisure or retail activities, must be
developed, especially by the promotion of these benefits and
opportunities. Such opportunities take on various forms and it is
possible for urban managers to consider what is promoted and to whom it
is promoted. Promotion can be directed towards investors, tourists or
local people, who can include people from all walks of life"
(Woolley 2000; Okhovat et al. 2009).
With the beginning of the educating city theory in the first decade
of the 21st century in this international convention it was proposed
that the existing facilities in the city can be used to educate the
citizens. "The purpose of this education is to collect, exchange
and share experiences which will improve the lives of the
inhabitants" (International Association of Educating Cities 2011).
Although the educating city theory gives priority to children and youth,
it does have a commitment to include persons of all ages in lifelong
learning. Since people spend much time in the city, public spaces can be
a place to promote higher awareness of culture and civil rights.
Citizenship Education in Iran has political, social and cultural levels
(Mahdavinejad et al. 2012b). The educated citizen has a main role in
public participation (Mahdavinejad, Amini 2011); this participation is
very important in the contemporary urbanization of Iran (Mahdavinejad,
Moradchelleh 2011). Also, other studies show its importance in the
socio-cultural aspects of architectural technology (Mahdavinejad et al.
2012a).
In this way, Tehran as a mega-city in order to have a developed
city and knowledgeable and effective citizens, we need to teach them the
necessary awareness. Citizenship education in Iran includes
administrative, social and cultural levels. The administrative scope
refers to the aspect of responsibility among the citizens. The social
dimension refers to the strengthening of relations among members of the
society. The cultural field includes awareness of culturally pervasive
values that distinguish one ethnic group from others (Vaziri et al.
2006). Tehran as the capital city of Iran must be the blueprint for
other provinces of the country; so, citizenship skills are a significant
part of the basic skills for modern life in Tehran. One of the
challenges facing the educating city theory in Tehran is to develop
balance and harmony between the identity and diversity of all those
living in this city. In this regard, Tehran municipality has launched in
recent years cultural centers in the city's neighborhoods to
advance culture in general.
Therefore, the main purpose of this paper is to describe the social
and cultural dimensions and features of educating city projects
worldwide in order to determine the necessary criteria for advancing
Tehran to the status of an educating city. This research was carried out
on basis of the "content analysis" research method and is
based on international experiences studied by descriptive--analytical
techniques.
[FIGURE 1 OMITTED]
Literature review
Social and cultural learning
Education is necessary to prepare children and adolescents for new
experience. In the social learning, change in behaviors is useful for
the advancement of understanding and use different things and to acquire
certain ideas and values that are identified as learning goals. On the
other words, new theories in urban development emphasize the momentous
influence of social function on the awareness of residents regarding
urban space. Social interest consists of a sense of belonging among
others and the community, along with a sense of contributing to their
well-being, expressed as empathy "to see with the eyes of another,
to hear with the ears of another, to feel with the heart of
another" (Oberst 2009; Akers et al. 1979). "The Health Belief
Model, social learning theory (recently relabeled social cognitive
theory), self-efficacy, and locus of control have all been applied with
varying success to problems of explaining, predicting, and influencing
behavior" (Rosenstock et al. 1988; Hall 1993). Thus learning would
be extremely difficult, if people had to rely solely on the effects of
their own actions to tell them what to do.
Bandura in social learning theory asserts that: people learn
through observing others' behaviors, attitudes, and the outcomes of
behavior patterns. Social learning theory explains human behaviors in
terms of continuous, reciprocal interaction among cognitive, behavioral
and environmental influences (Bandura 1997; Mischel 1973). These
environmental models play a role of guide for most humans. Social
learning is the main pretext for direct and indirect influence on
residents' urban behavior. Thus it must be considered a basic
dimension of urban development.
[FIGURE 2 OMITTED]
In the development of culture, the contradiction between life and
form is expressed in the objectification of culture and its estrangement
from the culture of the individual. The reification and naturalization
of culture hides the kinds of questions about power and social change
that are currently at the forefront of anthropological enquiry (British
Association for Applied Linguistics 1993; Simmel 1980). To put it
another way, intrinsic values disappear from culture, and instrumental
values--items to which no intrinsic value can be ascribed--apparently
take their place.
Researchers reject the idea that cities have either a singular
urban culture or many different subcultures to argue that cultures are
constantly negotiated in the city's central spaces, the streets,
parks, shops, museums, and restaurants which are the great public spaces
of modernity (Zukin 1995).The academic purpose of constructing the
theory of culture in social sciences certainly implies its reification
(Kwang-Kuo 2011), the main goal is to integrate the contents of
objective culture into the realm of subjective culture in a novel
fashion.
[FIGURE 3 OMITTED]
Educating cities
Educating cities started as a movement in 1990 based on the 1st
International Congress of Educating Cities, held in Barcelona, when a
group of cities represented by their local governments set for
themselves the common goal of working together on projects and
activities for improving the quality of life of their inhabitants on the
basis of their active involvement in the use and evolution of the city
itself and according to the approved Educating Cities Charter. Some
years later, in 1994, the movement was formalized as the International
Association of Educating Cities at its 3rd Congress in Bologna
(International Association of Educating Cities 2011).
The political philosopher Isidre Molas wrote that "the
contemporary city constitutes a primary setting for social life and
interrelation; and subsequently for solidarity". That this should
be left to private enterprise or organized collectively by the city
itself is an optional aspect, which is not to say irrelevant (City
Council of Barcelona 1990). "The educating city is a city with its
own personality, forming an integral part of its nation. The educating
city singly is not self-contained; it has an active relationship with
its environment, and the other urban centers in the nation, and with
cities in other countries. The goal of this relationship is to learn
exchange and share experiences and thus enrich the lives of the
inhabitants" (International Association of Educating Cities 2011).
Pilar Figueras believed that "For the educating city, the great
challenge of the 21st century is to deepen the practice of democratic
values through appropriate orientation and actions".
Educating Cities' Charter
The city incorporates the principles of the educating city into its
projects:
I. The Right to an Educating City: the first principle of the
educating city includes six sections that are:
1. The right to possess, in freedom and equality, for all its
inhabitants.
2. The city will promote education in diversity as well as
international solidarity and world peace.
3. An educating city will foster dialogue between generations.
4. The municipal policies shall always consist of social justice
and democratic community spirit.
5. The municipalities shall undertake to exercise their powers
effectively in matters of education.
6. The persons responsible for urban organization must obtain
accurate information on the situation and the needs of the inhabitants.
II. The Commitment of the City: this principle is defined in the
following cases:
1. The city must know how to discover, preserve and display its own
complex identity.
2. The transformation and growth of a city must be governed by a
harmony between its new requirements and the preservation of buildings
and symbols of its past and its existence.
3. The educating city should encourage citizen participation from a
critical, co-responsible point of view.
4. The municipal administration must equip the city with spaces,
facilities and public services that are suitable for the personal,
social, moral and cultural development of all its inhabitants.
5. The city must guarantee quality of life for all its inhabitants
6. The educational project that is explicit and suggests the
city's structure and system, the values it promotes and the quality
of life it offers.
III. Serving Its Inhabitants: the third principle pays attention to
these subcategories:
1. The municipality will assess the impact of all cultural,
recreational, informative, advertising-related and other types of
activities offered.
2. The city will make an effort to provide parents with knowledge.
3. The city must present its inhabitants with the perspective of
their occupying place in the society.
4. The city must be aware of the mechanisms of exclusion and
marginalization.
5. Intervention that minimizes differences may take various forms.
6. The city will encourage the formation of associations as a form
of participation and civic co-responsibility.
7. The municipality must guarantee sufficient, comprehensible
information.
8. The educating city must offer its inhabitants educations, as
necessary, flourishing apparatus for community. The educating city must
undertake and develop this function while also undertaking its
traditional functions (economic, social, political and being a purveyor
of services) with its focus directly on the education, promotion and
development of all its inhabitants (International Association of
Educating Cities 2011).
[FIGURE 4 OMITTED]
Inference mechanism and research questions
Global experiences
Representation the idea of educating cities is an evidence for, but
the uncertain issue here is the determination of the method and the
extent of the effect of this city on its resident (Mahdavinejad et al.
2012c). According to this study, identified prototypes are approximately
400 experiences in the department of urban design and educating
environmental studies and 200 samples have been selected randomly. The
selected samples are classified in four groups, according to their
location: 1) the American continent; 2) the European continent; 3) the
Asian-Pacific continent; 4) the African continent. Then samples are
analyzed based on different criteria. In order to promote the educating
city criteria, the eleven categories of these experiences must be
enhanced.
1) Sport and Social Inclusion: these practical experiences consist
of variety of sport activities that suit the needs of all ages and
improve the quality of life of citizens through nutritional guidance and
the fostering of physical activity and provide them with the information
about their particular culture.
2) Educational Leisure: these experiences involve a process of
learning how to use free time. The purpose of these educational projects
is to reinforce success at school along with the integration and
holistic development of all young people and to improve their quality of
life in an environment which is rich in opportunities and is adapted to
their needs.
3) Participatory Management of Public Spaces: through these
projects, the city is scaled back to human size, values of socialization
and mutual respect are generated, social action is fostered, covering
space is provided and democratic values are fomented through the proper
use of free time.
4) Space for Young People in Educating Cities: The goal of these
experiences is that the young participate actively in the method of
reducing the digital gap that affects society and also to teach young
people that they can be useful and can play an efficient role in the
city.
5) Educating Cities acting against the acceleration of climate
change: the purpose of this project is to teach young people and
children in rural areas to be aware of their natural environment, and to
incorporate them in programs that will improve the environment and their
quality of life.
6) Digital Inclusion: ICTs for Everyone: these programs are
designed to adjust the background of age segregation in society; on the
other hand, these exercises invite young people to participate in
society.
7) Immigration, Opportunities and Challenges: these projects
consist in developing strategies for the integration of recent
immigrants.
8) Coexistence, Cooperation and Peace: the purpose of this
criterion is to celebrate the spirit of democracy, to promote the
peaceful unification of the city, and contribute to the progress of
peace and human rights in society with the association of national and
international NGOs and activist movements in favor of democracy and
human rights.
9) Lifelong Learning: We need vocational training for the young
with low income and at risk, in order to fight poverty, so that they can
benefit from the opportunities of joining the labor market and being
integrated into society.
10) Actions against Racism and Xenophobia: these programs aim at
facilitating the integration of children who have recently emigrated
from other countries and are in the local society.
11) Fostering Health: due to the distance of different community
centers and neighborhoods from sport centers, which means people are not
involved in sporting activities in their free time, there should be the
possibility of their using their free time in a way that would impede
sedentariness.
Based on studies in different countries around the world the
results show 11 criteria that affect the lives of citizens. These
criteria are: 1--Sport as an instrument of social inclusion,
2--Educational Leisure, 3--Participatory management of public spaces,
4--Space for young people in Educating Cities, 5--Educating cities act
against the acceleration of climate changes, 6--Digital inclusion: ICTs
for everyone, 7--Immigration: Opportunities and challenges,
8--Coexistence, Cooperation and Peace, 9--Lifelong learning, 10--Actions
against Racism and Xenophobia, 11--Fostering health.
The scope of research
The great challenges of the 21st century are: 1) Investing in
education to strengthen the individual's ability to develop his or
her own human potential and position in society. 2) Promoting the
conditions for full equality so that everyone can feel respected and can
pay respectful to others. 3) Unifying all these factors so that we can
create, city by city, a truly knowledgeable society that does not
exclude anyone (Charter of Educating Cities: 2004). Therefore, the main
goal of this study is the standard dimensions description and the
features of the educating city projects around the world to offer the
criteria to change Tehran into an educating city.
[FIGURE 5 OMITTED]
[FIGURE 6 OMITTED]
The theoretical framework
Considering international experiences and the needs of Iranian
citizens, eight criteria are presented for Iranian cities which are
necessary to change Tehran to an educating city. These criteria are
derived from global experiences and then glocalized with the conditions
of Tehran. These criteria are: 1) Security, 2) Health and Safety, 3)
Beauty (Attractiveness and Palatability), 4) Nature (preservation and
biodiversity), 5) Access (transportation and shipping), 6) Neighborhood
and community relations development, 7) Cultural and social
participation, 8) Islamic and Iranian identity.
Research questions
1) What criteria need be reconsidered to change Tehran to an
educating city?
2) How can the principles of educating cities be internalized by
the citizens?
Test and analysis
With respect to the principles of the educating city's
charter, the implications of these principles in the current status of
the city of Tehran are discussed. In this regard, different residents of
Tehran commented about these principles; comments are evaluated on basis
of the Likert scale (with a range of five items) and the results are
specified between one and five (Very much, Much, Medium, Low, Very low).
Considering the variety of cultural elements in the capitol of Iran,
Teheran, this city was chosen as the study case in order to evidence the
fact that an educating urban area must have the capability of
establishing social concord in cultural variety and answer all
residential needs. The collected data relating to the research
hypothesis was gathered through questionnaires. The questionnaires of
over 40000 citizens show with which of the previously presented
indicators Tehran is more compatible. The intended questionnaires have
been distributed among Tehrani residents in public, cultural and social
centers; the analysis of the responses to these questionnaires can
evaluate the spatial features of Tehran's public areas. It is
noteworthy to state that, the sum of the numbers that are presented in
these tables are not equal to 100(%) or 5 because these items do not
supplement each other.
With cooperation of social and cultural affairs department of
Tehran municipality, these questionnaires have been distributed in 22
municipality districts in the summer of 2012. The statistical population
includes Tehran citizens, both women and men with diploma and higher
degrees. It is noteworthy to mention that these data have been at the
author's disposal thanks to the social and cultural affairs
department of Tehran's support of the author's dissertation.
Finally, these 200 experiences were classified in eleven special groups
in the field of educating the citizens. This categorization has been
done according to the intended targets of the article.
Considering to the exploratory of the study results has been
accepted with lower levels. The following information is provided to
assess the impact of the educating city theory on the behavior of Tehran
citizens, including all cultural and age groups between the ages of 18
and 65 years in both genders. There is the preferential view for the
purpose of the study and the theoretical framework has been considered
to the selected instances. The distribution of the questionnaires was
carried out taking into consideration the literacy level, cultural
background and occupational status of the individuals.
1) The Right to an Educating City: this concept and its six related
principles and the enjoyment level of the citizens are analyzed in this
paper. Based on analysis, young people have a higher tendency to be free
and to have equality in education and enjoy recreation and in addition,
have a lower tendency to promote dialogue between generations.
2) The Commitments of the City: according to the professors, women
and the youth, the authorities pay much attention to the improvement of
the citizen's quality of life, whereas according to other citizens
and the elderly their attentions are toward the protection and promotion
of the city's cultural identity.
3) Serving Its Inhabitants: based on studies, it seems that urban
authorities do not care much about creative activities in Tehran.
Therefore, planning in order to educate parents is necessary for the
increase of social innovation.
Discussion
Research about the implementation mechanism of the educating city
in the case of Tehran shows that mutual respect between generations is
very poor particularly in the opinion of the young (18-35 years old) and
the elderly (over 65 years old) in relation to "The Right to have
an Educating City" and throughout the passage of time the youth
have less and less contact with older generations. The elderly believe
that social justice has not been implemented in the community, whereas,
the young believe that social justice has been implemented very well.
Meanwhile, young people are not satisfied by the quantity of up-to-date
information in the city.
Based on the data in Table 3 (The Commitments of the City), we can
decipher that urban authorities in Tehran have carried out much activity
to promote and protect the city's cultural identity. The percentage
of elderly satisfaction with respect to cultural diversity in urban
spaces is a remarkably low being about 3(9%). The young are not
encouraged to participate actively in the life of the city and do not
participate in various community affair programs enthusiastically. Women
also are not satisfied with social programs for different age groups in
the community. The elderly, as well, believe that the transfer of values
in the learning process is not valid and must be fulfilled by the
addition of more projects.
Also, in case of the "Serving Its Inhabitants" principle,
Tehran municipality activities are not sufficient in this field, and the
levels of public education in society are very low. The highest
calculated percentages in this table, are 0(99) or nearly 0(99), which
show that authorities must act in this field much more. The highest
percentage among participants in this survey is related to elderly
opinion, about educating parents and authorities, which is about 58(99).
[FIGURE 7 OMITTED]
Conclusions
Based on studies of the educating cities, citizens spend much of
their life in the city and can learn many positive or negative cultural
and social principles of society. Tehran as the capital of Iran is a
city where people with different cultures and expectations live.
Nowadays, educating cities are increasingly discussed in the framework
of social and economic development in the community as well as emerging
economies all over the world.
The analysis of the research data shows that Tehran has a limited
performance in ten cases. Based on the data in Table 3, we need to pay
more attention in the case of ten items to change Tehran to an educating
city; these ten items are the top ten priorities. These weaknesses
include: 1) Citizens education, 2) Creativity, 3) Dialogue between
generations, 4) Up to date information on urban studies and surveys, 5)
Education in contrast methods, 6)Transfer of values, 7) Social cohesion
amongst its immigrants and refugees, 8) Democratic citizenship values 9)
Social justice and democratic people, 10) Citizen participation. Since
various groups of the community with different cultures and expectations
participated in the survey, varying programs must be performed that are
suited to all expectations of the people in Tehran. Considering the
conditions of Tehran, completed projects must be implemented in the most
critical fields. The gap between the proposed programs and the ideal
conditions must be filled by innovative plans and projects. Hence the
role of urban management is very valuable and authoritative decisions
should be made wisely in relation to future projects.
Therefore, as mentioned below, the city authorities in Tehran must
perform a variety of programs such as:
--Encouraging collaboration and task-specific actions among cities.
--Participating and actively cooperating on projects and exchanging
of experiences with groups and institutions with common interests.
--Enriching the discourse of educating cities and promoting its
direct manifestations.
--Maintaining contact and participation with different national
establishments all over the world.
doi: 10.3846/20297955.2014.925629
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MASOOME AMINI
Department of Architecture, Faculty of Art and Architecture,
Tarbiat Modares University, Tehran, Iran.
E-mail: masoomeh.amini@modares.ac.ir
Masoome Amini is a PhD student in Tarbiat Modares University and
teaching architecture in university. Her research interests focus on the
interactive architecture and historical researches about Iranian
buildings with specific emphasis on the interrelationships between
culture, society, and architecture.
MOHAMMADJAVAD MAHDAVINEJAD
Department of Architecture, Faculty of Art and Architecture,
Tarbiat Modares University, Tehran, Iran.
E-mail: mahdavinejad@modares.ac.ir
Mohammadjavad Mahdavinejad is assistant professor in the faculty of
art and architecture at the Tarbiat Modares University, and is
Representative of Faculty of Arts and Architecture at HSE (Health,
Security and Environment) Council of Tarbiat Modares University. His
research interests focus on the New Technologies for Architecture and
Iranian contemporary architecture.
MOHAMMAD REZA BEMANIAN
Department of Architecture, Faculty of Art and Architecture,
Tarbiat Modares University, Tehran, Iran.
E-mail: bemanian@modares.ac.ir
Mohammad Reza Bemanian is professor in the faculty of art and
architecture at Tarbiat Modares University and is the head of department
of architecture in Tarbiat Modares University (2007 till now). His
Research Interests are in the case of wisdom of art, Islamic
architecture and urbanism, criticism and theory of architecture and
urbanism, building tech and management, urban management and high-rise
buildings.
ELHAM HATAMI VARZANEH
Faculty of Art and Architecture, Khorasgan Azad University,
Isfahan, Iran. E-mail: elhamhatami.de@gmail.com
Elham Hatami Varzaneh is M.A in architecture. She is teaching in
this field for 7 years, and her research interests focus on the
sustainable design and traditional architecture.
Masoome Amini (a), Mohammadjavad Mahdavinejad (b), Mohammad Reza
Bemanian (c), Elham Hatami Varzaneh (d)
(a, b, c) Department of Architecture, Faculty of Art and
Architecture, Tarbiat Modares University, Tehran, Iran
(d) Faculty of Art and Architecture, Khorasgan Azad University,
Isfahan, Iran
E-mails: (a) masoomeh.amini@modares.ac.ir; (b)
mahdavinejad@modares.ac.ir (corresponding; author); (c)
bemanian@modares.ac.ir; (d) elhamhatami.de@gmail.com
Received 04 February 2014; aaccepted 15 May 2014
Table 1. Goals of analyzing experiences in the world
Issue Goals and objectives Experiences
1--Sport 1) Improving the 1) Family Bicycle Day
quality of public (Mexico: 2007);
health.
2) Sport for Seniors
2) Generate healthy (Portugal: 2001);
values, respect
others, Foster 3) Equestrian Therapy:
integration between Horses Educate (Spain:
people 2009);
3) Promoting the
appropriate use of
leisure time.
2--Leisure Time 1) Promoting citizen 1) Friends of Zippy at
awareness based on the home (Brazil: 2008);
free time.
2) Paper Moon Festival
2) Increasing (Spain: 2004);
students' self-
esteem, promoting 3) Conversations
life-long learning for amongst Seniors
cultural development. (Portugal: 2008);
3) Equal access to 4) Heritage Guardians
information. (Argentina: 2003);
5) Camp Punta
Espinillo (Uruguay:
2007);
3--Participation 1) Creating a sense of 1) Participating
belonging to the city. Budgeting
(participatory
2) Raising public budgeting) in the
consciousness on Schools (Switzerland:
people's rights and 2001);
responsibilities of
citizens. 2) Participation in
community urban
3) Encouraging active transformations
participation among (Italy: 2000);
the citizens.
3) Public Spaces for
an Educating City
(Argentina: 2004);
4--Space for 1) Fostering personal 1) Youth Cultural
young people and social skills of Centre (Brazil: 2005);
youth.
2) Youth Space (Spain:
2) Making young 2005);
capable to play an
active role in social.
3) Young Protagonists
--Mural, Music and
Peace School (Italy:
2005);
4) Children and Youth
Council (Brazil:
2005);
5--Climate changes 1) Respecting 1) Green and Healthy
environment, Environmental Projects
sustainable (Brazil: 2007);
socioeconomic
development. 2) EcoPoint:
Environmental
2) The environment information services
protection and (Italy: 2007);
resource recovery.
3) Facing Climate
3) Management of Change (Poland: 2007);
natural resource.
6--ICTs 1) Equal access to the 1) The Bus-Internet
information (Finland: 2000);
technology.
2) Digital BH--IT for
2) Generating new Everyone (Brazil:
business 2005);
opportunities.
3) Digital Literacy
3) Producing the for Young People
electronic management (Brazil: 2006);
system in different
sectors of society.
7--Immigration 1) Integration of 1) Coexistence in
immigrants into the Neighborhood
local population. Communities (Spain:
2009);
2) Promoting social
and cultural awareness 2) Educational Welcome
of immigrants. Centers; (Spain: 2008)
3) Cross-cultural co- 3) International
existence. Cooking Workshop
(Spain: 2008);
4) Immigration Legal
Services (Spain:
2008);
8--Peaceful 1) Making people aware 1) Getafe Municipal
coexistence of human rights. Mediation Service
(Spain: 2008);
2) Development of
social and democratic 2) The primary School
skill. English Teacher
Training Program
3) Development of (Brazil: 2008);
national integration
and participation 3) Becoming Sister
policies. Cities with Montereau-
Fault-Yonne
4) Construction of a (Portugal: 2001);
sense of belonging.
9--Lifelong 1) Providing the 1) Rediscovering
learning technical and Seniors Cognitive
vocational training Functions (Brazil:
for workers. 2008);
2) Promoting quality 2) The permanent
of young free time. University
(France: 2007);
3) Generation of 3) Popular University
employment and income of San Pedro del
and regional Pinatar (Spain: 2008);
development.
10--Taking 1) Fostering the 1) Neighborhoods of
action against values of social the World in Barcelona
justice, democracy and (Spain: 2003);
peaceful coexistence.
Racism 2) Enriching the 2) Black Indigenous
multicultural society. Tracks (Brazil: 2005);
3) Integrating 3) Integer-actions
different groups of (Italy: 2004); 4)
the population with Reconciliation
special needs into Committee (Australia:
society. 2001);
11--Health 1) Improving the level 1) The walk to school,
of social and mental the safe walk (Spain:
health of society. 2009);
2) Promotion of 2) Healthy Living for
community Safety. Esquel (Australia:
2010);
3) 1.000 Women
(Argentina: 2009);
3) Reinforcing the 4) Where You Walk
acquisition of healthy (Portugal: 2008).
living habits.
Table 2. Analyzing the right to have an educating city principles in
Tehran
Legal criteria Professors Citizens
X0.001 (%) X0.001 (%)
Liberty and equality 2385 24.75 2577 25
in education
and recreation
Promoting education 1506 8.25 1012 5.5
in contrast methods
Fostering dialogue 1308 8.15 1934 16
between generations
The municipal 3951 49.5 4760 66
principles on social
justice and
democratic people
The municipal policies 2105 24.5 1713 11
in the matters
of education
Up to date information 3612 41.25 1154 2.75
on urban studies
Result 14 22013
Legal criteria Women Youth 18-35 Elderly
over 65
X0.001 (%) X0.001 (%) X0.001 (%)
Liberty and equality 3916 49.5 3724 44 2149 25
in education
and recreation
Promoting education 1312 5.5 1574 9 1189 15
in contrast methods
Fostering dialogue 1565 10.5 0836 0 0922 0
between generations
The municipal 4893 56 3166 35 5832 82
principles on social
justice and
democratic people
The municipal policies 1954 16 1837 15 1809 15
in the matters
of education
Up to date information 0934 0 0541 0 0876 0
on urban studies
Result 7536 9802 2318
Table 3. Analyzing the commitments of the city principles
Legal Criteria Professors Citizens
X0.001 (%) X0.001 (%)
Promoting the city's 3674 41.25 4539 55
cultural identity
Respecting cultural 2103 24.5 1978 16
diversity in the city
Encouraging citizens' 1136 2.7 2569 25
participation
Encouraging the
moralization between 2099 17 2166 18
different age groups
Promoting the level 3874 42 4369 56
of citizens' living
Indirect transfer 1203 12 1359 6
of values in the
learning process
Result 14 22013
Legal Criteria Women Youth 18-35 Elderly over 65
X0.001 (%) X0.001 (%) X0.001 (%)
Promoting the city's 3712 44 2896 31.5 4377 56
cultural identity
Respecting cultural 2367 22 2733 28.5 1194 3
diversity in the city
Encouraging citizens' 2349 21 0946 0 1780 13
participation
Encouraging the
moralization between 1157 2/75 1694 8.5 1309 5.5
different age groups
Promoting the level 4617 59 3392 38.5 3172 35
of citizens' living
Indirect transfer 1486 8 1371 6 1084 1
of values in the
learning process
Result 7536 9802 2318
Table 4. Analyzing the Serving Its Inhabitants principles
Legal criteria Professors Citizens Women
X0.001 (%) X0.001 (%) X0.001 (%)
Creative workshops 0638 0 0726 0 0944 0
Educating parents 2721 28 2291 21.5 3125 34.5
and authorities
Offering the prospect 0364 0 0791 0 0964 0
of resident education
Fostering social 1139 2.8 1795 13.5 1623 12.5
cohesion amongst
immigrants
Non-governmental 2513 25 2266 23 1877 14
organizations'
activities
Formatting the 1694 9 2310 22 3156 34
educational voluntary
association
Guaranteeing 2019 34 2077 34 2639 25
sufficient and
understandable
information for
people
Educating the 1176 3.3 1374 5.5 1490 5.5
democratic
citizenship values
Result 14 22013 7536
Legal criteria Youth 18-35 Elderly over 65
X0.001 (%) X0.001 (%)
Creative workshops 0429 0 1377 5.5
Educating parents 2086 17 4406 58
and authorities
Offering the prospect 0513 0 1187 3
of resident education
Fostering social 1155 3 1376 5.5
cohesion amongst
immigrants
Non-governmental 2935 32.5 2411 24.5
organizations'
activities
Formatting the 1132 2.5 3741 40
educational voluntary
association
Guaranteeing 2418 24 1163 3
sufficient and
understandable
information for
people
Educating the 1668 6 1315 5
democratic
citizenship values
Result 9802 2318
Table 5. The proposed programs to change Tehran into the educating city
1 Priority Strategy
1 Offering the prospect 1. Generation of employment and
of public education income and community
development.
2. Providing the technical and
vocational training for
workers.
2 Creative workshops 1. Promoting youth employment
skills in their free time.
2. Generating new jobs and new
business opportunities.
3. Fostering personal and social
skills, amongs the young
population.
3 Fostering dialogue 1. Encouraging active
between generations participation among the
citizens especially children
and adolescents.
2. Sharing the experiences and
knowledge between the past
and current generation.
3. Promoting interpersonal and
social relations between the
various generations.
4 Up to date information 1. Equal access to the
on urban studies and information technology for
surveys all citizens.
2. Creating the digital
program.
5 Promoting education 1. Generating the electronic
in different methods management system
2. Fostering the appropriate use
of free time and healthy life.
3. Fostering the environmental
educations.
6 Indirect transfer of 1. Building relationships and
values in the learning strengthen the community
process spirit.
2. Recognition, analysis and
dissemination of the cultural
heritage of the city.
3. Generating capacity
appreciating the cultur
heritage of all people.
7 Fostering social cohesion 1. Increasing relationship
amongst its immigrants between aboriginal people and
and refugees immigrations.
2. Fostering integration amongst
people and respecting the
diversity of cultures.
8 Educating the democratic 1. Fostering the equality of
citizenship values men and women.
2. Development of social,
democratic awareness.
9 The municipal principles 1. Recognition, analysis and
on social justice and dissemination of the cultural
democratic people heritage of the city.
2. Sustainable economic
development.
3. Fostering equality of
educational opportunities,
communication and classroom
integration.
10 Encouraging citizen 1. Development of national
participation integration and participation
policies.
2. Creating a sense of belonging
to the city.
3. Peaceful coexistence, and
respect for cultura diversity.
1 Tactics
1 1. Adult education and training
program in the city council.
2. Providing vocational training to the
youth population with low incomes.
2 1. Creating an IT workshop for seniors.
2. Theatre and illustration class for
educational program
3 1. Teaching computer to grandparents
by youth.
2. Youth and elderly cultural center.
4 1. Youth information centers.
2. Municipal online newsletter.
5 1. Park, an area for education projects.
2. Held educational exhibitions, and
street theaters, in the city.
6 1. Internet and library in bus project.
2. Defending our environmental
groups.
7 1. International cooking workshops.
2. Meeting of legal immigrants,
in the city.
8 1. national programs on human rights.
2. Peoples' house in city council.
9 1. Social community network in
pursuit of justice.
2. Voice of community radio project
10 1. Making new city program.
2. Initiative groups for integration
in the city.
