Critique of postmodern viewpoint in curriculum based on philosophical foundations of ‎Islamic education

In recent years, there is various discussions around of being substitute postmodernism ýviewpoint as type of thinking and cultural and cultural-social view to humans’ problems and ýbeliefs to modernism viewpoint in different subjects is common. So that, field of education in ýgenerally and curriculum in specially shape engage in flow. According to, present study has ýdone to examine characteristics of postmodern philosophical foundations’ in curriculum and ýcritique of this foundations based on philosophical foundations’ of Islamic education. Method ýof this research is documental-analytical. Results of this study has showed that philosophical ýfoundations of postmodern curriculum placed in ontological principals upon unbelief to ýmetaphysics; anthropology principals upon shaping of human Essenes via social, historical and ýcultural relations; epistemological principals upon rejection of wisdom, oracle, temperament and ýmaster of linguistic as center of conscious; axiology principals upon center of person and was ýrelative of cosmological principals; aesthetic principals upon subjective criteria of aesthetic ýand escape of surface understanding and contemplation in essence of experimental aesthetic. In ýopposition to philosophy foundations’ of postmodern curriculum, philosophy foundations’ of ýIslamic education placed in ontological principals upon beliefs to metaphysic; anthropological ýprincipals upon shaping of human essences based on oracle; epistemological principals upon ýhuman ability to reach wisdom; axiological principals emphasis on Quran, Islamic ýfoundations, and absolute and changeable values; aesthetic principals emphasis on person’s ýinherent interest to aesthetic and objective and subjective criteria of beauty. ý