Academic Pedagogy: The Dialectic of Theory and Practice

Abstract

Purpose : This article reviews the book “ Academic Pedagogy: The Dialectic of Theory and Practice ” by Mohammad Yamani Dozi Sorkhabi and discusses the significance of its concepts for Iranian higher education. By emphasizing the dialectical relationship between theory and practice, the complexity of learning situations, the diversity of educational actors, the interdisciplinary nature of university pedagogy, and the necessity of self-reflexivity, the book conceptualizes the university as a dynamic and complex ecosystem and offers a critical perspective on higher education issues. Method : The article examines the structure, themes, and central ideas of the book. To further clarify its theoretical and practical implications, the book “ Where Is Higher Education Heading? ” was used as a complementary source to highlight selected challenges facing Iranian higher education. Accordingly, the potential of the concepts presented in University Pedagogy for understanding and rethinking higher education issues was explored. Findings : The review indicates that the concepts presented in University Pedagogy possess considerable potential for explaining and addressing some of the fundamental challenges of Iranian higher education. The book’s emphasis on the complexity of the university system and the self-reflexivity of academic actors provides a basis for critiquing the prevailing paradigm of quantitative orientation and moving toward a quality-centered approach. Moreover, the concept of the dialectic between theory and practice, together with the integration of teaching, research, and real societal issues, offers a framework for rethinking the gap between universities and society. The book also highlights the interaction between specialized and public cultures, which may contribute to the development of socially responsible, critical, and reflective graduates. Despite these strengths, the conceptual density and complexity of the text may limit its accessibility for some readers. Overall, the book can be regarded as one of the few Persian-language works devoted specifically to university pedagogy, providing a systematic perspective and offering both theoretical and practical insights for understanding and enhancing the quality of higher education in Iran.