Redefining the Nature and Role of Religious Foundations in Curriculum Knowledge: Consequence of a New Insight into the Interactions between Religion and Philosophy

This research aimed at providing a new conception of the role and nature of religious foundations in the curriculum studies by rethinking of interactions between religion and philosophy. Using theoretical approach in the study revealed that the majority of existing approaches to interactions between philosophy and religion have defects and limitations as to the nature of religious foundations of the curriculum. In the approach named the priority of philosophy over religion, the philosophical principles act as the curriculum foundation and all curriculum dimensions and issues are formulated based on philosophical assumptions and religious principles are conceived as secondary ones. In the extreme rationalism approach, philosophical principles are basic where religious principles have no independent placement included under sociological and/or historical foundations. For passing these limitations and redefining the fundamental and active role of religious foundations of the curriculum, it is needed that a reflective view is set forth for Sadra's conception of interactions between religion and philosophy as the two thoughtful systems. Therefore, Mulla-Sadra's view on the interactions between religion and philosophy was analyzed based on its main eight features and their implications for the religious foundations in the curriculum. In this new view, the role and placement of religious foundations in the curriculum change heavily. Religion is conceived as a coherent knowledge system and meaningful network (theory) and religious foundation play the main role in curriculum knowledge. In this regard, religion and its foundations are all present in all cognitive dimensions, levels and aspects of the curriculum.