Analysis and Critical Review of Curriculum According to Pinar and Eisner

The present study was conducted with the aim of critically analyzing and comparing the views of Paynar and Eisner in the field of curriculum. To achieve this goal, comparative research method has been used. The field of research included all the sources, including the books of these scientists, articles, studies and research related to the subject. The research sample was selected purposefully so that sources with relevant and first-hand materials are selected. The desired data was collected through a note-taking list and the information was analyzed verbally, graphically and logically. Based on the findings of the research, Paynar considers the curriculum as a cultural and political structure and has paid attention to concepts such as phenomenology, neo-conceptualism and internationalization of curricula, and Eisner has paid attention to aesthetics, artistic education and the view of plurality and to the orientation in the development of curricula, with a critical and comparative look at the macro views of these two scientists in the field of curriculum. It can be concluded that the common point of view of these two scientists is to pay attention to the real world in designing curricula, but their distinction is Paynar's attention to theorizing in the field of curriculum with respect to the real world, and Eisner pays attention to the artistic and aesthetic point of view in curriculum design.