Theoretical and Practical Rationality in Curriculum and their Relationship with Attitude towards Islamic Philosophy

This study, done with a descriptive-analytical method aiming at explaining the theoretical and practical rationality in rational orientations of the curriculum as well as investigating the relationship between them and the attitude towards theoretical and practical intellect in Islamic philosophy, is based on the hypothesis that rationality as one of the orientations of the curriculum is originated from the various foundations especially the philosophical foundations.
The findings of the study show that rational orientations of the curriculum are based on one of the two rationalities, i.e. theoretical rationality or practical rationality; this is while academic rationalism put forward by Eisner and Vallance, Schubert’s rational traditionalism, and Taylor’s instrumental rationality are mostly rooted in theoretical rationality; and Schwab’s deliberative action, by distancing from theoretical rationality, applies practical rationality in special situations. According to the views of many Islamic philosophers, despite the distinction between theoretical and practical reason, they are interrelated. Practical intellect, assisted and backed by theoretical intellect, deals with minor affairs and infers industries and actions from it. As a result, lesson planners are faced with predetermined rational beliefs, general opinions, decisions and goals. Besides, they choose, along with general beliefs, various methods and means in certain situations, and even make changes in intermediate and minor goals.