Sociological Analysis of the Absence of "Right to Life" in the Curriculum Planning System of Iran

The theoretical reflection of this article is based on the main proposition that the curriculum in Iran in general and the university curriculum in particular, as the main elements of the field of education, had an inefficient nature. The research method of this article is qualitative using the Delphi technique, including fourteen individual interviews and two focus groups with experts in the field of education from different disciplines. The conceptual framework of this article is a combination of Bourdieu's theory of educational system analysis and Simmel's theory for the pathology of curriculum planning systems to study the curriculum system of Iran. The results of the research indicate that, on the one hand, the "absence of the right to life" in curriculum is a traumatic issue affected by the "incompatible historical processes of tradition and modernity" in the cultural and social geography of Iran, and on the other hand, it is affected by "centralized and top-down economic, political and cultural structures" that rule the society. This has laid the foundation for the hegemonic dominance of the “upper field of power and politics” to exploit other social fields, including the field of education and training. The qualitative analysis of the data shows that the inferiority of the field of education in Iran and consequently the harmfulness of the curriculum from school to university has a direct and complementary relationship with the game of "shape" and "life" in Iranian society. It is also the result of the absence of representation of "upper field of life" in the field of education and, accordingly, the curriculum system. The result of the hegemonic extravagance of the upper field of power and politics and the exploitation of the "field of life of education" and the lack of fluidity of the education system, lead to the "backwardness" of the country's official education from life, the "absence of the right to life" and as a result the increasing ineffectiveness of the institution of science/universities to face its problems and those of the society.