Iranian Political Science Association Research Letter of Political Science 1735790X Articles in Press 2025 12 07 Analysis of the Iranian Student Movement (1941-1979) based on Hannah Arendt's "Practice" Components Analysis of the Iranian Student Movement (1941-1979) based on Hannah Arendt's "Practice" Components 553 10.22034/ipsa.2025.553 FA Amene Mirkhoshkhou Assistant Professor in Political science, Faculty of Administrative Science and Economics, Arak University، Arak. 0000-0002-9201-3356 Keyvan Hosseini Master of Political Science, Faculty of Humanities, University of Guilan Journal Article 2025 06 10 The Iranian student movement, as an important part of the country's history and a phenomenon focused on activism that aims to concoct and reform, has always been involved in politics, both during the Pahlavi and Islamic Republic periods. In this article, student movements were analyzed according to Hannah Arendt's theory and from the perspective of action components. The condition for action is to observe the micro-components that Arendt presented for a free and humane political society, and they must be observed in the case of revolutions and movements in order to truly realize the politics. Components such as speaking, appearing/ being seen, freedom, plurality, self disclosure, presence in public arena, rejection of fanaticism are considered characteristics of Arendt's practice. The main question is: How many types of Iranian student movements existed before the 1979 revolution, and what extent did they possess the components of Arendt's practice? In response to this question, three types of student movements were identified: leftist (Marxist), nationalist, and religious (Islamic). Considering Arendt's political thought, different aspects of the movement were analyzed with a comparative approach. Further studies showed that each type of student movement, despite the expansion of social forces and public mobilization in different periods, did not inspire Arendt's concept of action and rather raised group and ideological demands rather than action in the Arendtian sense of the word that had the capacity to connect with freedom and politics. The Iranian student movement, as an important part of the country's history and a phenomenon focused on activism that aims to concoct and reform, has always been involved in politics, both during the Pahlavi and Islamic Republic periods. In this article, student movements were analyzed according to Hannah Arendt's theory and from the perspective of action components. The condition for action is to observe the micro-components that Arendt presented for a free and humane political society, and they must be observed in the case of revolutions and movements in order to truly realize the politics. Components such as speaking, appearing/ being seen, freedom, plurality, self disclosure, presence in public arena, rejection of fanaticism are considered characteristics of Arendt's practice. The main question is: How many types of Iranian student movements existed before the 1979 revolution, and what extent did they possess the components of Arendt's practice? In response to this question, three types of student movements were identified: leftist (Marxist), nationalist, and religious (Islamic). Considering Arendt's political thought, different aspects of the movement were analyzed with a comparative approach. Further studies showed that each type of student movement, despite the expansion of social forces and public mobilization in different periods, did not inspire Arendt's concept of action and rather raised group and ideological demands rather than action in the Arendtian sense of the word that had the capacity to connect with freedom and politics.