پساساختارگرایی

This systematic review examines the application of poststructuralist theories in the development of diverse curricula, focusing on their impact, benefits, and challenges. Poststructuralism, with its emphasis on the fluidity of meaning, critique of power structures, and the dynamic interplay between knowledge and society, has become increasingly influential in educational theory and curriculum design. The review begins by exploring the foundational concepts of poststructuralist theories, highlighting the contributions of key theorists like Michel Foucault and Jacques Derrida. It then analyzes various case studies where poststructuralist principles have been successfully integrated into curricula, particularly in higher education and elementary schools. The findings indicate that curricula informed by poststructuralism foster critical thinking, creativity, and active student participation, making them more adaptable to contemporary societal needs. However, the implementation of such curricula also faces significant challenges, including resistance from traditional educational structures and the complexity of poststructuralist ideas. The review concludes with recommendations for future research and practical strategies for curriculum developers to effectively integrate poststructuralist theories into educational frameworks.

The purpose of this study is to study the teachings of the transcendental paradigm in the process of teaching-learning and its critique. In order to achieve the purpose of the research, three methods of conceptual, inference and critical analysis have been used to analyze and critique the foreman paradigm. Findings of the research indicate that meta-text instead of oral text emphasizes written text and, as a new paradigm, acquires diverse experiences, the possibility of exchanging ideas and discussing various teaching methods in education. .... can have a facilitating role This paradigm in the field of knowledge learning and development has implications such as passing the traditional epistemic system in the learning-learning process, encouraging the learner to construct meaning through dialectical dialogue, the conceptual representation of the learner, access and better information retrieval in learning, the production of boundaries New to Knowledge, Opportunities for Explore-Based Learning, Changes in Classroom Space But in this paradigm, there are also challenges that can be addressed, including deconstruction in the learning-learning process, the passage from reading to writing, relativism, pluralism, and the uncertainty in the field of educational research

The aim of present research is the explanation of critical thinking in educational context from the Islamic view point and post structuralism and the comparison of the two approaches. Also this research tries to answer the questions of the nature critical thinking. The methods of fostering critical thinking, the impediments in developing critical thinking, and the similarities and difference between Islam and past structuralism regarding critical thinking. This research is descriptive applied which has a qualitative nature. The comparative approach based on Brudi method is utilized. From the view point of poststructuralists truth is the construct of discourses and the result of power relations the epistemology of poststructuralist is based on pluralism, deconstructing, decentralization of intellect. The rejection of dualism and attention to language is in the construction of knowledge and truth. In Islam absolute truth is the source of creation and human being is the discoverer of truth. Critical thinking of post structuralism is based on self-actualization attending. Other cultures and discourse, cultural pluralism and epistemological attitudes. The method of fostering critical thinking includes the analysis of discourse, deconstruction, interactional and participatory methods, reading critically, and use of text. Critical thinking in Islam is based on fostering theoretical and practical intellect. The methods of critical thinking includes the application of wisdom, accumulating experience, using controversy and dialectic. Questioning and tolerance. In general critical thinking in Islam has the human bing as its axis and mores toward the ideal goals of Islam, while in post structures view humans as a means of reforming structures and the aim is deconstructive citizenship education In effect, it can be said that past structuralist thinking which the critique of metanarrative and ideologies, is in contrast which Islamic thoughts and critical thinking in Islam in the frame work of the principle of impossibility of analogy of some religious axioms and knowledge is acceptable.

To discover the roots of any idea، one needs to re-examine previous ideas and approaches. The post-structuralist denial of the accuracy، validity، and comprehensivity of moral principles and their authority is the result of a gradual process over time. In this paper، the roots of post-structuralist de-authorization of morality are explored within the pre-structuralist ideas and approaches. It is shown that the post-structuralist basic assumptions in de-authorizing morality stem from certain attitudes and approaches. Critically delineating the components of the de-authorization approach from within the post-structuralist views and principles، paves the way for a realistic understanding of post-structuralist approach to morality.

The purpose of this paper was to examine the educational viewpoints of Derrida, to criticize it, and to deduce his educational denotations which are related to education, curriculum, and teaching methods. The study also tried to criticize and analyze these denotations. The analyses show that Derrida’s thoughts have also resulted in guidance for education. For example, nobody can impose the predetermined purposes, plans, and methods on students. The students, themselves, consider special purposes according to their needs, interests, and abilities and then specify a curriculum suitable for their conditions. There is no superior method, and selecting a method depends on each person’s special situation and his learning conditions. However, it can be deduced that Derrida gives more importance to critical, fair, multiculturalistic, exhaustive, and regional education. Also, he considers the deconstruction and critics suitable for current conditions. Derrida’s educational thoughts may be questioned since they challenge the ethics, reject all borders, and have no special evaluation criteria for evaluation.

Post structuralism as a branch of post modernism has certain characteristics like deconstruction, negation of meta-narratives, denial of absolute truth, focusing on language and culture, pluralism, decentralization of reason and rationality, and the negation of representation. To explain these characteristics and describing the ways that this theory can be applied to education are among the main objectives of this paper. Based on the studies conducted on the relationship between education and post structuralism it can be concluded that the implications and consequences of applying post structuralist views to education would include emphasis on critical thinking, improvement of general culture, paving the way for doing socio-cultural studies, negation of the common standards for educational evaluation, and doubts about predetermined educational goals. The results of using this theory in education are discussed herein.