Identifying and Criticizing the Educational Trauma of thenCurriculum Elements of the Postmodernism Movement based onthe Fundamental Reform Document

Considering the importance of the curriculum elementsand attention to the postmodernism movement, the present researchwas conducted with the aim of identifying and criticizing theeducational trauma of the curriculum elements of thepostmodernism movement based on the fundamental reformdocument.

This study in terms of purpose wasapplied and in terms of implementation method was qualitative fromtype of analytical-critical. The research population was all thewritten sources about the curriculum of the postmodernismmovement and fundamental reform document, and to select thesamples was used from the census sampling method. The researchtool was taking notes from the texts and the data obtained from themwere analyzed by content analysis method.

In this study, the educational trauma of the curriculumelements of the postmodernism movement based on Klein's 9elements including goals, content, learning and teaching strategies,educational materials and resources, learning activities, teachingtime, teaching space, grouping and evaluation are identified andthen these items based on the fundamental reform document werereviewed and criticized.

The findings of this study indicate the existence ofpractical implications for education specialists and planners todesign and implement programs to improve the curriculumelements.