and Curriculum; from the Engineering Approach to Cultural Approach

Change is inseparable from human life. The education system and curriculum are no exception. Planning and implementation are essential to the pursuit of change. Measures taken in this regard constitute experience for educationsystems. The experience in question can be classified under “cultural” and “engineering” approaches. Under the cultural approach, change is initiated at the request of the audience and is gradually ushered in through participation and planning. In the engineering approach though, changes, which is ordered to achieve an ideal, is planned by experts and implemented according to a specific timeline. The main focus of the cultural approach is to make things look desirable, while the focus of the engineering approach is to render things desirable. That is why the pivotal principle of the cultural approach is freedom, and the mainstay of the engineering approach is justice. Both approaches have strong points to defend. When it comes to “helping achieve” the engineering approach has more to offer. But when it comes to “achieving” the cultural approach is more capable. From a timing and achievement perspective, the two approaches are different too. The engineering approach is fast-yielding but transitional. The cultural approach is slow-yielding but lasting. Evidence shows that over the past century, in order to launch a new education and curriculum system and make up for previous failure to keep up with the progress of the modern civilization, Iranians have resorted to the engineering approach to initiate change in education. They have had some achievements as far as development of the education system on the surface is concerned. But there is doubt the real achievements have been desirable. The time spent on realization of these surface achievements has been acceptable, though.