The Typology of Multiple Theories in Globalization and Staying Localized in Curriculum

The philosophy behind this article is that the international concerns regarding the positive and negative effects of globalization are increasing, particularly for the national development and localization (بیل-روسی and دیزای, 2005; تی, 2003; بارکر, 2000). The appropriate management of the issues relating to the globalization and localizing the education for decreasing the problems and increasing the benefits for local community inevitably is a key subject in the educational development, specifically in the developing countries (کرافورد andکربای, 2008; فرایدمن, 2005; آیار،براون، و لادر, 1996; فولر2, 1994). The purpose of this article is describing the concept of globalization (سیاره ای شدن) of the educational curriculum and syllabus and yet staying localized. This is analyzed through the research method of descriptive-comparative of هیکلر and the typology of multiple theories of curriculum, and an educational pattern will be offered for curriculum and syllabus in Iran. The theories of Tree, Crystal, DNA cage, Fungus and Ameba (چنگ, 2005) emphasize the global dependence and local biases. This typology can offer a range of recommendations for educational philosophers, curriculum developers, educationalists, and teachers in order to regulate new educational strategies for territorial, local, national, zonal, and continental educational development. Also, the educationalists would learn how to shift from the Cage pattern to Crystal or DNA pattern, and how to organize national and local, personal and institutional learning in line with developing critical thinking, mental clarity, and opportunist knowledge through eliminating traditional methods and replacing them with virtual methods, Information and Communication Technology and etc. We hope that the theories and ideas offered in the present article have some benefits for national and international efforts to globalize education in favor of future generations in the new millennia.