This paper conducts a historical analysis of the meaning and aims RECONCEPTUALISM in viewpoint of Pinar et al, including methodology and critics related to it in curriculum field from 1960s to 2010s. For this means, 25 papers and 4 books of Pinar et al were studied by methods of document and textual analysis through an analytical-critical approach. Critiques of Wraga and Hlebowitsh as alternatives for RECONCEPTUALISM are accounted. The result of analysis showed that a) Reconceptualists aren’t a homogeneous group of curriculum experts share certain ideas; b)RECONCEPTUALISM isn’t a movement, but rather a way or a process of understanding; c) the process of understanding or the Reconceptualiztion project will never cease to continue. Thus, RECONCEPTUALISM cannot be defined easily and, d) RECONCEPTUALISM is a critical and inclusive movement that concentrates on out of school phenomena and critique of hidden and overt curriculum outcomes. Concerned issues and methodology of RECONCEPTUALISM that were extracted via open and selected coding include: pursuit of interdisciplinary studies, empowering critical role of theory, paradigm shift from curriculum planning to curriculum understanding, focusing on out of school variables, generalizing, emphasis on theory rather than practice, improving the field of curriculum studies in order to adapt to complicated dialogues, internationalization of curriculum studies, critic of ahistorical posture and using of autobiography and interpreting Currrere as a biographical mode. Finally, notable critiques of RECONCEPTUALISM and their responses are analyzed.

This research proceeded Historical analyzing of currere as autobiographical course in reconceptualist works. Therefore, reconceptualist works studied by discourse analyzing. Unit of analyzing was sentenced and its level was an explanation. In order to research questions data divided to four categories: Meaning of currere, methods of currere, stages of currere and politic and sociologic base in RECONCEPTUALISM. The results showed that meaning of Currere at Reconceptualist works has come with different senses, so: biographical pathway, personal pathway, praxis, meta-ascendant challenges at universe, a kind of lived experience, thinking about past and regards to future, a model for curriculum research, self-conscious at work with self and another, complicated understanding of possibilities at curriculum as gender, culture, ethnic, bracketing of teacher and learning experiences, to touch experience of self and revision of school experiences. Also, self-story and autobiographies are a method of currere. Politic and sociologic base of a currere were individual and social reconstruction.

Background and Objective: Reconceptualization is a kind of critical thinking on education. By the same critics’ point of view, we investigated to examine the school concept with the role of school in mental health of the students..Materials and Methods: This study was conducted through analytic-reviewing method that first forthe school concept from Reconceptualist viewpoint, books and other existing electronic sources were studied., subsequently, they were analyzed through analytic method as long as were in relationship with mental health of the students.Results: Findings show that individuals with mental health, have traits such as self-developed character, ability to interact with others, creativity, active participation in life and ability to run their own life. while from Reconceptualist point of view, the sense of self, beauty, friendship and wonder have been lost in the labyrinth of tedious, repetitive, cliché assignments of the schools and the individual is defined based on the success and failure (pass /fail) like a statistical factor. It must be considered that motivations, interests, attitudes and experience of the students are necessary for promotion of mental health.Conclusion: The results indicate that -according to Reconceptualists- sometimes the educational atmosphere of the schools and universities not only do not promote mental health but also it is a threat for it, because they apply inappropriate approaches, contents and misconduct which ultimately result in anxiety, nervousness and mental stress.

The emergence of re-conceptualism in the field of curriculum studies caused a large rotation of identity in this field.The book titled "understanding of curriculum" by William Pinar may be considered the most outstanding work in the field. In this book, movement which affected pre re-conceptualist, are introduced as the traditional type and it is believed the new curriculum discourses should be considered instead.That caused Joseph Schwab's theory is charged in the group of traditional pre re-conceptualist theories. This paper, by analyzing and identifying differences of Tyler's theory, Schwab's theory and RECONCEPTUALISM, plans to criticize this way of thinking and tries to introduce a new explanation of curriculum studies field as a practical one based on the role of Schwab's theory in the evolution of history of curriculum studies field.

This study aimed to define the orientation of six curriculum ideologies - religious orthodoxy, rational humanism, progressivism, critical theory, RECONCEPTUALISM, and cognitive pluralism - toward values, goals, and educational methods. Initially, a qualitative content analysis was conducted on the chapter discussing curriculum ideologies in Eisner’s The Educational Imagination (1994) to identify each ideology’s orientation toward the logic of education, its aim, and curriculum content. In the second phase, eleven curriculum theory experts participated in a qualitative survey to evaluate and refine the findings. Consequently, a conceptual framework was developed, offering educational policymakers, curriculum designers, teachers, and parents a comprehensive understanding of how each ideology addresses seven key curriculum elements: guiding logic, educational aims, knowledge of most worth, effective teaching, the role of the teacher, the role of the student, and the main function of educational evaluation. This understanding enables them to reflect on and select their preferred curriculum ideology.

Abstract: Curriculum studies is one of the emerging disciplines in the world which has undergone remarkable growth and development recently. This discipline has gone through various eras of traditionalism, conceptual empiricism and RECONCEPTUALISM, and has now become one of the outstanding and significant fields of education. With respect to the historical development of the field in Iran, the present article seeks to display the relationship between the curriculum studies and the general education system as in Iran national context. The author argues that the educational system of Iran which serves as the origin of this discipline is an unsuitable context including several barriers. The consequences of these barriers such an obstruction can be discussed from different dimensions. The article considers this situation as a serious crisis for this field in Iran, which has questioned the survival and legitimacy of the field in scientific and executive communities. By adopting such an approach, the concepts of disciplinary immigration, reorganization and development of discipline in new ecosystems have been introduced as the main solutions to overcome the crisis. Finally, areas such as higher education curriculum, adult education curriculum, curriculum studies in human resource development, and curriculum counselling are considered to be the starting points of such a movement in Iran.

The field of curriculum studies is traditionally tied to theory and practice in the field of education. Examining the status of the field of curriculum studies in Iran and the world shows that the distance between the experts in the field of curriculum and the decision-makers and practitioners of these programs has increased significantly. This article argues that, practically, at the international level, withdrawal from schools in the form of re-conceptualism movement was intentional, while in Iran, this distance was not intentional and it was created as a result of the existing limitations, indicating to the phenomenon of curriculum experts in exile. Practically due to such obstruction and lack of connection between the field and the motherland (especially in Iran),The field is in a situation that lacks a territory like many interdisciplinary and professional areas. Although this landlessness requires taking critical actions, challenging the factors that create this situation and putting efforts to open the closed doors to the experts and graduates of this field,at the same time, it gives us an opportunity to search for new platforms for the field in other fields of human life apart from the educational system. Taking an auto-biographical approach, this article seeks to encourage and draw the movement outside the defined borders by using concepts such as getting lost, getting rid of the ruling intellectual structures and the concept of curriculum civilizations, and in this regard, it discusses different levels of civilization in the curriculum. It also raises the necessity of moving from RECONCEPTUALISM to multi-conceptualism in curriculum studies.