Elements of postmodern curriculum in Iranian higher education, its advantages and disadvantages(Case study: Faculty members of Tabriz University)

The aim of this study was to investigate the elements of postmodern curriculum in Iranian higher education with a study at the University of Tabriz. In the first part, to answer the first question of the research, has been used the method of synthesis research and in the second part, to answer the second and third questions, the phenomenological method of descriptive type. The sample was selected from among the faculty members of Tabriz University in a purposeful manner. Themes obtained from the interviews including: fixed objectives, semi-flexible content, collaborative and project-based teaching-learning methods and combined evaluation show that the elements of the postmodern curriculum in three elements of content, teaching-learning methods and evaluation in the Iran's higher education curriculum has penetrated to some extent, but has not had a significant impact on the element of goals, and this element has retained its traditional form in higher education. Also, it was introduced the themes of "pluralism, acceptance of skepticism about religion and ethics and absurdism" as disadvantages of postmodernism and "dissemination of cultures, attention to differences and cultivating a critical view" as benefits of postmodern influence in Iranian higher education curriculum.