A PHILOSOPHICAL CRITIQUE OF THE NATIONAL CURRICULUM OF THE I.R. OF IRAN BASED ON ISLAMIC PHILOSOPHY OF EDUCATION AND ITS IMPLICATIONS

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SADEGHZADEH GHAMSARI A.R.

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Journal: JOURNAL OF CURRICULUM STUDIES (J.C.S.) Year:2010 | Volume:5 | Issue:18 Page(s): 165-188

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Title

A PHILOSOPHICAL CRITIQUE OF THE NATIONAL CURRICULUM OF THE I.R. OF IRAN BASED ON ISLAMIC PHILOSOPHY OF EDUCATION AND ITS IMPLICATIONS

Author(s)

SADEGHZADEH GHAMSARI A.R. | Issue Writer Certificate

Keywords

EDUCATIONAL FOUNDATIONSQ3

NATIONAL CURRICULUM OF THE I.R. OF IRANQ2

EDUCATIONAL PHILOSOPHY OF THE I.R. OF IRANQ3

ISLAMIC EDUCATIONAL PHILOSOPHYQ3

Abstract

In this paper, some of the major elements of the National Curriculum of I.R. of Iran (3rd edition) were reviewed to find out the degree of their consistency with the main themes of the ISLAMIC EDUCATIONAL PHILOSOPHY and its implications for this document. The first part of the paper is devoted to the establishment of the bases for criticism of the “National Curriculum” and its evaluation criteria. Thus, the first step has been introducing the “educational philosophy of the I.R. of Iran” as an example of “Islamic educational philosophy” that its major themes are interactive, incremental and unified view of “education”; a multi-layer, integrative, and dynamic picture of “identity”, and a hierarchical and two dimensional look at “hayat e tayebeh-” and preparation for that. Thus, it is necessary for the formal educational system to pay specific emphasis to the development of common identity, upbringing public at large to become ready to have purified lives, and acquire basic competencies for that. In addition, the paper addresses the important characteristics of a national curriculum including a broad and unified concept of curriculum, the compulsory (core), selective and elective dimensions of curriculum, and paying attention to situation and unification as two major approaches for critical review of curriculum. Based on these characteristics and approaches that have been extracted from the “educational philosophy of the I.R. of Iran”, the second part of the paper is devoted to the critical review of the 3rd edition of the NATIONAL CURRICULUM OF THE I.R. OF IRAN. The study shows that despite the great consistency between the philosophical and religious foundations of two documents, still the important themes of the “educational philosophy of the I.R. of Iran” have been ignored. Thus, it has caused the prevalence of fragmentary approach to education and curriculum.

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APA: Copy

SADEGHZADEH GHAMSARI, A.R.. (2010). A PHILOSOPHICAL CRITIQUE OF THE NATIONAL CURRICULUM OF THE I.R. OF IRAN BASED ON ISLAMIC PHILOSOPHY OF EDUCATION AND ITS IMPLICATIONS. JOURNAL OF CURRICULUM STUDIES (J.C.S.), 5(18), 165-188. SID. https://sid.ir/paper/101061/en

Vancouver: Copy

SADEGHZADEH GHAMSARI A.R.. A PHILOSOPHICAL CRITIQUE OF THE NATIONAL CURRICULUM OF THE I.R. OF IRAN BASED ON ISLAMIC PHILOSOPHY OF EDUCATION AND ITS IMPLICATIONS. JOURNAL OF CURRICULUM STUDIES (J.C.S.)[Internet]. 2010;5(18):165-188. Available from: https://sid.ir/paper/101061/en

IEEE: Copy

A.R. SADEGHZADEH GHAMSARI, “A PHILOSOPHICAL CRITIQUE OF THE NATIONAL CURRICULUM OF THE I.R. OF IRAN BASED ON ISLAMIC PHILOSOPHY OF EDUCATION AND ITS IMPLICATIONS,” JOURNAL OF CURRICULUM STUDIES (J.C.S.), vol. 5, no. 18, pp. 165–188, 2010, [Online]. Available: https://sid.ir/paper/101061/en

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