Growth, progress and development of human societies depend on the improvement of the quality of the educational system of that society, and awareness and commitment of their citizens of social rights and duties. Throughout the history of the fluctuations of human life, there have been great scholars and teachers who have dedicated their lives to the cultivation and social excellence of mankind. From Plato to Aristotle in philosophy, from Chang Tzu to Buddha in wisdom and from Adam to Muhammad (SA) among prophets, they all put their mission on the orbit of human excellence and social development of mankind; because the ultimate happiness of mankind passes through the path of social excellence and prosperity, and the philosophy of the emergence of concepts such as modern citizenship education has no goal rather than mankind redemption in the society. Despite this historical concern, there are still many hidden and obvious obstacles and factors that can make a lot of challenges for "Citizenship Education" process. In this article, with emphasis on the educational guidelines of Imam Ali, in the book of "Nahj al-Balaghah", we are trying to identify the factors that interfere the process of citizenship education. In order to provide tailored data to the field of study, the qualitative method and strategy of Granded theory is used. For data analysis, open, selective, and axial coding has been used. During the three stages of data analysis, four concepts, 12 subcategories and three general categories were presented in the form of a model. The findings from this study show that "inverted political rules," "inverted social norms," and "inverted moral values" are the three sides of the “Triangle of Educational Inversions”, which can interfere and deviate the results of citizenship education system.
