مطالعات برنامه درسی

The field of curriculum, as an epistemological field or one of the specialized fields of the field of education, was identified in 1918 with the publication of Franklin Bobitt's curriculum book. And in Iran, it was established in 1365 and at Khwarazmi University of Tehran, by accepting students in the master's degree in curriculum studies. The most important definition of curriculum is the recognition, prediction, organization and shaping of educational activities in the field of learning for students. Lexically, it is rooted in the Latin word currere, which means a racecourse or a field for running. Curriculums, like a competition field, which has a clear and defined beginning and end, require a well-defined and predefined beginning, end, and route. In general, curriculum refers to that scientific field that includes the following areas: 1- Curriculum basics 2- Curriculum engineering 3- Curriculum implementation 4- Curriculum change 5- Curriculum evaluation 6- Curriculum history 7 - Curriculum research (2019, Fathivajargah). While curriculum theory is considered an important part of curriculum from the dominant point of view of scholars in this field, it seems that many decision makers and decision makers of educational systems have ignored this importance. Even some administrators have institutionalized this misconception that curriculum theory has nothing to do with their daily decisions (Glatthorn, 2005). . (1992) admitted that the history of the field of curriculum has been neglected and most of the history of education has been considered. This (historical poverty) has led to theoretical poverty in the field of curriculum. History educates today's people, and today's people create tomorrow's history. In fact, today's people are indebted to yesterday's history and responsible for tomorrow's history, and for this reason, history is one of the most appropriate means of guiding and educating people (Bjorklund & Sandahl, 2023). An important point is that few historical researches have been done in the field of curriculum studies in Iran, and they have mainly focused on curriculum planning in the field of education and training, and have paid less attention to the field of curriculum studies itself. As an example of curriculum architecture research in Iran, the result of Mosapor et al (2015) and Khoshi at al (2019) research, although it was very comprehensive, but it was in the field of education and paid less attention to curriculum as an academic discipline. Is. In fact, one of the most important topics related to the field of curriculum is to examine the process of formation of intellectual groups and trends in the field of curriculum in Iran. Intellectual groups and intellectual currents in this research refer to those who base their work on a specific procedure and point of view and conduct research and authoring based on the same. On the other hand, examining the developments and the historical course of curriculum streams and groups is a necessity that many countries, including Iran, have realized its importance for a long time, but have paid less attention to it from a research and historical perspective. The field of curriculum studies in Iran was first formed by translating the classic works of key theorists of the field of curriculum studies, and the translation of the works of Tyler, Beauchamp, Klein and other theorists was a priority. This tradition of translation is still in force, only instead of translating classic works and Tyler, now most of the works of neophyte experts are given priority. In this part of the research, it is important to mention two points. Although these currents have a specific origin at the time of their formation and each one was formed in a specific period, but these currents have continued to exist with strength and weakness, and it is not the case that a current was formed in a specific period and has ended, in other words, no flow has stopped and is still going on. For example, the classical flow of the field of curriculum studies and Tyler's works can still be seen in the works of many researchers, and the basis of the research is many experts in the field of curriculum studies. The second point of currents and groups of thought is that this trend and evolution can also be seen in experts in the field of curriculum studies, that is, experts with experience in the field of curriculum studies, first discussed classical theories and then applied this trend in They have continued their work and are currently engaged in researches on neo-realism and localization in the field of curriculum studies. And the last important issue is that researchers and professors have changed over time and even some respected professors have criticized their past views. For example, Dr. Fathi Vajargah calls himself advanced, middle and late Fathi. These few lines show the necessity of doing research in this field. Based on the purpose of the research, the researcher sought to discover the currents of curriculum studies in Iran. In order to achieve the results, he has acted in the way mentioned in the following research.The aim of the article was to study the formation process of intellectual groups and currents of curriculum studies in Iran.A qualitative research project that uses two library methods (studying documents) and qualitative analysis (inductive).The statistical field has been used in the library method, documents related to the field, and using the tool of data extraction and the resource extraction questionnaire. The statistical field in the second method was experts and university professors in the field of curriculum studies in Iran, who were selected using the snowball sampling method, and data were collected using semi-structured interviews. The number of samples until saturation was 15 people. Then, the data was coded using thematic analysis method and finally the analysis was done using the Claizari method. The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The obtained results show that the most important currents and intellectual groups after the formation of curriculum studies in Iran, respectively: classical, cognitive process, intellectual practice, comparative studies, new technology, neo-realism, methods It has been new, localization and modernization.

The purpose of this study is to investigate why the postreconceptualization era of curriculum studies is a new wave in curriculum studies and to identify the discourses governing it. From the point of view of experts, the time of post-reconceptualization has arrived, or in other words, another wave for understanding in the river of reconceptualization. The transition from the paradigm of change and reconceptualization as a continuous and progressive process and not just as an event has provided the opportunity to think about what we have done so far, where we stand now and what we should do for the future. A new topic and question that is currently being discussed in the field of curriculum studies, and this study is trying to answer and explain, it is related to what is the era of post-reconceptualization and the design of topics, new concepts in the field of curriculum studies. In fact, it is high time to rethink our ideas and practices in light of changing economic, political, and cultural conditions that include movements, curriculum internationalization, technical innovations, and environmental sustainability among other issues and events. Research questions: 1- What is the meaning and concept of postreconceptualization? 2- What are the ruling discourses of post-reconceptualization?

The employed approach of this study is qualitative, which has been conducted using an interpretive hermeneutic method. The purpose of interpretive hermeneutics is to explain the nature of understanding. The basis used in this study is Gadamer's approach. Therefore, in this article the texts related to the meaning and goals of post-reconceptualization have been studied from the late 1980s to 2023, including 10 books and 12 articles.

From the results of the review of the works, 16 propositions were extracted and according to the propositions identified by the interpreter, 6 discourses were identified; they include: 1- Critical awareness discourse 2- Love and care discourse 3- Social justice discourse 4- The internationalization of curriculum studies discourse 5- Neoclassical discourse 6- Multiplicity and plurality discourse

Post-reconceptualization raises questions about the status of the field of curriculum studies after the reconceptualization trend of the 1970s. Specifically, this term gained importance after the 2006 conference entitled "Shaping the next (moment) era" and post-reconceptualization, which focused on examining contemporary research in this field, gained importance. What has become clear both at this conference and in the journal articles that have used the term Post-reconceptualization is that although the Post-reconceptualization movement has passed—and what remains are debates about its significance, the Post-reconceptualization itself is a place of discussion and debate because it is still being formed. By studying the existing texts and literature in the field of Postreconceptualization, six discourses were identified as the new wave of curriculum studies. The discourse of critical awareness with reference to currere and mental reconstruction is an effort to bifocalize self and work, which leads to the bond of friendship and synchronicity among differences in curriculum work and beyond. One of the reasons why the curriculum is considered a collective moral activity is that it is a collective project, and other curricularists can create better conditions to advance other parts of the text. Therefore, according to the missing link of the curriculum, which is love, in the discourse of love and care, people should make a change in their lifestyle and change their judgments to strengthen love so that they can take care from within. What is of interest in the discourse of social justice is that it asks the curriculum curricularists to deal with structural inequalities and systematic injustices such as gender discrimination, heterosexuality, racism, and to be committed to equality and social justice and to address a kind of discrimination. In this regard, we should mention the discourse of internationalization of curriculum studies, which is a big project for the present and future of curriculum studies. This means that all the potential available around the world should be used to improve the field, and all specialists and experts should cross their geographical boundaries and consider the cultural complexities and different social contexts to be able to develop the curriculum as an international text to understand and create a different voice in curriculum literature. Neoclassical discourse returns to curriculum development with the professional goal of sharpening and making the field more practical. In this way, in addition to understanding the curriculum, attention should also be paid to the field of practice, and a combination of theory and practice should be considered. In fact, curriculum development based on complex understanding should be used. Considering the multiplicity of voices, ideas, and complex debates that exist in the field of curriculum, which is a sign of the dynamism and vitality of the field, new theorizing styles and theoretical frameworks with a different reading in the post-reconceptualization era can lead to the birth of new ideas in the field. One of these new ideas is the Re/Multicontextualization of Curriculum Studies. This concept means to introduce, apply, and engage the curriculum studies in new fields, areas, and ecosystems with suitable theoretical and practical capacity in addition to the main or primary context (i.e., the educational system). In the end, it is necessary to mention that we have entered a new phase in theorizing curriculum studies, and through the curriculum, we have to choose what to believe about the present and what perspective and horizon we should consider about the future of the field.

This study is based on a central question in the field of curriculum studies: Can this field be studied in a theological way? In other words, is it possible to consider a field called curriculum theology that deals with the theological study of the knowledge of this field? In the present study, this possibility was investigated in the form of a theoretical inquiry, with a relatively critical look at the secular history of the field of curriculum studies as well as contemporary theoretical studies of the field. In addition, these historical arguments and theoretical possibilities were explained based on some hypotheses in connection with some examples related to contemporary theological turns. The results show that claims can be made about the field of curriculum studies in order to start a new way for the theological studies of the field: many of the fundamental and current issues in the field of curriculum studies are tied to the theological ideas of its experts and in The current situation of this connection is clearly seen in the contemporary theoretical studies of the field. Also, theoretically, it is possible to establish a link between the theological presuppositions and the subjects of curriculum studies for the purpose of theological observation and theorizing. This content is confirmed by both the general presuppositions about the theology of the curriculum and the specific presuppositions about the Islamic theology of the curriculum. Of course, this study is still at the beginning of the introduction of this research area in Iran and needs to be deepened and clarified in future studies.

The purpose of this study was to investigate this question: Is the question of God relevant in the field of curriculum studies? For this purpose, a speculative study was conducted and in order to convince of the discussion, the arguments along with valid and numerous citations done in two basic axes. Initially, the question was examined outside the field of curriculum studies, and in the next axis, was studied in the field of curriculum studies. studies outside the field, contrary to the common claim of modern science, indicate the existence of metaphysical-theological presuppositions throughout the modern era, its philosophy and sciences, and in the field of curriculum studies, various works documented in the discussion , Confirm the relevance and the important place of this theological question in determining the positions of curriculum experts in the past, present and future of the field. This issue, along with the need to pay attention to the Islamic tradition from a theological point of view, opens a wide field to us which Entering this field, is left to future studies.

The purpose of this study was to describe and thematically analyze the curriculum research studies to identify the status quo. For this purpose, the quantitative analysis of articles in specialized journals was analyzed based on the thematic framework of the Iranian curriculum encyclopedia. Statistical population of specialized journals articles in the last five years (1392-1397) were selected as the sample (whole population). The data collection tool was a researcher-made checklist based on the Iranian curriculum axis that was validated by expert validation and expert opinion and its reliability estimated through inter-group reliability. Descriptive analysis was used to analyze the findings, which finally showed that among the specialized journal articles, the most thematic distribution of articles is related to the curriculum and content areas; and the least distribution  to the “History”, “ Practical Curriculum Experiences and Curriculum Innovations”, “World Celebrities”, “Basics” and “International Statements and Recommendations “. The research results indicated that the titles and topics of the research were limited to a small number of fields of the curriculum encyclopedia and the repetition and parallelism of the subjects and the lack of attention of the research to the new domains of the curriculum studies.

The major aim of study was to evaluate the 6th grade elementary curriculum change based on the Fullan model from the viewpoint of teachers and school principals. The research method was mixed (explanatory). In the quantitative phase, the population was composed of teachers and principals of the primary schools of Koohrang city. Due to the small size of the population, all individuals were selected as samples (100 teachers and 50 principals). A researcher-made questionnaire was used to collect quantitative data. The reliability was calculated using Cronbach Alpha coefficient test (α=0.94) and its validity approved by 10 academic experts. The data were analyzed using descriptive and inferential statistics (one sample t-test, independent t-test). In the qualitative section, 14 teachers and principals were interviewed. The interviews continued to reach the theoretical saturation. The Date were analyzed by qualitative content analysis method. According to the findings, from the point of view of the research participants, the curriculum characteristics (need clarity, complexity, quality/practicality) and local characteristics (district, school community, principal, and teacher) were not adequately addressed.

Scientific disciplines evolve based on the modern needs of societies and curriculum is no exception. One of the recent concepts introduced in the curriculum area is curriculum counseling. Explaining and conceptualizing this concept could facilitate the improvement of the learning level and realizing the objectives of the curriculum. In this study, curriculum counseling was discussed as a new concept in curriculum studies. The approach employed in this research was qualitative with systematic review. The research data was collected through library studies and documentation. The findings of this study indicated that the concept of counseling curriculum has its theoretical basis and ground in new conceptualists’ theories, including phenomenology theory and autobiography of the curriculum. In addition, curriculum counseling could play an important role in improving the level of learning and the teaching-learning methods, and particularly the development and enhancement of learner personality within the framework of curriculum. Counseling and psychology could cooperate effectively in curriculum studies in order to achieve curriculum counseling goals.

“Islamic Curriculum” is one of the newly-emerging concepts and areas in the curriculum studies. It mainly focuses on islamization of the curriculum based on the monotheistic worldview. However, no clear and defensible theoretical framework has been offered on the nature of Islamic curriculum and its boundaries. This paper aims to present an initial idea and framework for the Islamic curriculum and its boundaries. For this purpose, the content of existing works on Islamic curriculum was described, analyzed and criticized in the three stages. In the first stage, after identifying individual related works, the author's purpose of the Islamic curriculum and his/her intended dimension(s) for islamization of the knowledge dimensions of the curriculum were analyzed. In the second stage, the nature of author's activity –theorizing or applying current Western theories- were analyzed in the works. In the third stage, the works were criticized with regard to their content and conceptualization. Based on the current status, two main trends could be identified in this perspective: enriching Islamic curriculum with Islamic values, based on the theoretical framework of curricula design and development dominated in the West; and Islamic curriculum as a major philosophical-valued theory. Due to the insufficiency of these trends and their ignorance toward different knowledge dimensions of the Islamic curriculum, this study proposes a third alternative trend and seeks to call upon the specialists to consider the production of the Islamic curriculum knowledge by expanding theoretical discussions in all its related dimensions. Undoubtedly participation in the production of appropriate Islamic curriculum knowledge needs some so-called theorizing, as the only way of creating new knowledge.

This research uses a descriptive-analytic method in order to identify, compare and analyze topical orientations of university textbooks in “Curriculum Studies” in Iran and other countries of the world. Using purposive sampling, 28 English books and 28 Persian books were selected from among all books published domestically and internationally with the title “curriculum studies” and “curriculum”. Data collection was accomplished by using a checklist derived from the topics of an Iranian encyclopedia of curriculum. The findings showed that in Persian books, there was more emphasis on traditional topics of curriculum studies, such as curriculum theories, curriculum planning with especial focus on content selection and organization, as well as formative and final evaluations, while the relevant English books have a more extensive topical distribution and deal with topics such as modern views and discourses, future curriculum challenges, technology-oriented curriculum, policy-making for curriculum, teacher education, curriculum for content fields, curriculum planning for various education levels, and introduction of the famous figures in this field.

the present study focuses on a critical evaluation of Iran’s National Curriculum Document regard the criteria derived from the theoretical foundation of the field of curriculum designs with an emphasis on some of the related areas including curriculum orientations and national curriculum. This study is conducted within an evaluative framework and it is considered as an applicable inquiry. The research approach is mainly qualitative in form of deductive inference on the base of document analysis in shape of evaluative comparison and analysis. The National Curriculum Document analysis and comparison regard the theoretical basis of curriculum designs and national curriculum has been done on the base of some related components as the extracted criteria. The six related components in comparing and evaluating the National Curriculum Document¡ which are considered as the desired criteria include: 1- curriculum elements including the goals¡ 2-National Curriculum conceptions and theorization¡ 3- the necessities¡ backgrounds and conditions of acceptance¡ 4- structural and implementing characteristics¡ 5- attending to school-based curriculum development and innovative practices¡ and 6- attending to curriculum orientations.

The crisis of identity has been coupled with the field of curriculum studies. Despite the considerable quantitative expansion that the field has experienced in recent decade the academic borders are not yet clear and concise. Such indeterminacy, although is uncomforting at times, but it can be made into an opportunity providing the bedrock for creative suggestion of new accounts and pluralism with respect to identity. In this article the behavior of the administrators of the education system with reference to the deployment of curriculum knowledge in setting the stage for proper decision making has been made subject to criticism. The author emphasizes that such treatment is not justified even at the time of such identity crisis and that the graduates can offer worthwhile contributions to policymakers. What follows, then, is an explanation of the expectation that administrators could have from the scholars and specialists of the field. This expectation is expressed within the fundamental responsibility of the academic community to renew the educational programs defined for preparing future specialists. The point is that by attending to such professional responsibility, the crises of identity could be resolved (or ameliorated) and specialists with a more pronounce professional identity could be made available to policymakers. At the end, what is referred to as the map for plural identity has been suggested which identifies the spectrum of identity options available to curriculum specialists. An exemplary framework for a doctoral program consistent with the map is also attached to the article.