Content Analysis on the Fundamental Reform Document of Education based on Creativity ‎and Happiness

Paying attention to happiness and creativity and investigating its impact on the numerous dimensions of individuals’ lives is one of the public aims and targets. One of the different instruments to implement this mission is the Fundamental Reform Document of Education.

The present research is descriptive, and its type is content analysis (qualitative and quantitative). The population of the study was the Fundamental Reform Document of Education (2011), consisted of 8 chapters in 63 pages in 2018, and was investigated, and the whole population was considered as the sample. The research instrument in content analysis is carried out by the software and researcher-made check-out inventory. In this research, happiness is analyzed on the basis of New Theory of Rehabilitation and the concepts of happiness and self-actualization designed by Seligman (2011) (13 major categories and 19 minor categories). Creativity stages based on Vallece (1924) taxonomy in 4 steps including 1) readiness, 2) hiddenness, 3) inspiration, and 4) achievement were investigated. The research validity was approved by 5 pertinent experts. In order to determine research reliability, a psychologist recoded the 3rd chapter, and Scott Reliability Coefficient equaled with 0.83 was approved.

The descriptive-analytical methods were used to analyze data, MAXQDA software was used to organize and analyze data. After determining indices frequency, Shannon Entropy Method was used. About creativity, the highest amount with related information to achievement stage is 0.259, and the highest amount of significance coefficient related to inspiration stage is 0.272. About the components of happiness, the amount of information load of individual improvability component is 0.192, scientific optimism is 0.166, and positive relations in organizational sector (national). The highest and lowest amount is respectively is related to the components of meaning, purpose in individual dimension is 0.017 and the positive relations is 0.020.

Based on research results, it can be said that to the creativity stages are not paid attention, also, the happiness components are not equally considered. Therefore, in the future revisions, other components must be considered and educational planners must implement on the basis of that those revisions.