The purpose of the current research is to identify and examine the most important sociological theories in relation to the shadow curriculum, while examining research works and literature, and examine its nature in the perspective of sociological theories. The theoretical framework of this article is based on critical theory and from the methodological point of view, it is a qualitative research in which the data were collected and analyzed in a documentary way. On the one hand, the shadow curriculum is a tool to achieve goals that cannot be realized through the official curriculum, and designers and policy makers achieve these goals through it. On the other hand, it is a language that students and teachers use to break taboos, to express the problems of school and social life. They want to highlight the concerns of family, social and cultural life. The shadow curriculum originates from the language, mind, thoughts and hearts of students and teachers. Based on the results of this research, the most important sociological theories that have explained the shadow curriculum are: Marxism, critical theory, resistance theory, Nietzsche's theory and psychoanalysis

The purpose of the current research was to compare the shadow curriculum with hidden curriculum. For this purpose, the concepts of shadow curriculum and hidden curriculum were examined using a qualitative approach and speculative essay method. The analysis of the literature revealed that at the three levels of policy making of education system, school and classroom, hidden curriculum has no visible place, and stakeholders might not be aware of it, as opposed to the shadow curriculum that its existence is visible at all three levels and could stand against formal curriculum. However, the decision makers use the potential of hidden curriculum for different educational purposes. On the other hand, students and teachers might be aware of the existence of the shadow curriculum and even defend it. Another difference is that the shadow curriculum mostly appears in the form of experience, action, plan and social behavior, as opposed to the hidden curriculum that exists implicitly within the formal curriculum.

The purpose of present study is to explain the concept of shadow curriculum in educational system of Iran. This study used qualitative method., the meaning of shadow in various fields of The science such as economics, politics, music, etc. have been investigated. its common characteristics were explained by Using meta-synthesis. In the next phase of the research, the views and theories of sociology, political and philosophical sciences related to the field of education are studied and to increase the conceptual richness of the research, and a better explanation of the conceptual framework for the shadow curriculum, with 8 experts in this field Interviews were conducted. Of these, three main themes are namely, why, how and what the concept of shadow or underground curriculum. The interview format was analyzed by thematic analysis method. according to results of the study, the main attribute of the shadow is Conflict with its reference. Accordingly, the the shadow curriculum can be defined as a set of activities that are performed by students, teachers, and administrators, and. . . in schools that are in contravention of the formal curriculum. In other words, shadow curriculum, is learning that is practiced, although not officially recognized as legitimate by the Official curriculum, but students and teachers defend it.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

The present article explains the asymmetric effect of tax burden and production on Iran's shadow economy using the NARDL nonlinear model for the years 2005-2021. In this research, the Tanzi approach of the demand function (money) has been used to estimate the size of the underground economy. The index of the underground economy in Iran has ups and downs during the period under review, and this trend has been increasing in the years 2014 to 2015. In recent years, paying more attention to the issue of tax revenues, tax transparency and the reduction of oil revenues of the government, the size of the underground economy has gone through its downward trend. Also, according to the results of the model, the asymmetric positive and negative effects of the tax burden lead to a decrease in the ratio of money to liquidity, which results in an increase in the volume of the underground economy. High tax rates and tax burden are one of the most important reasons for the increase in the size of the underground economy. A higher tax rate and tax burden will lead to increased activity in the underground economy sector, which in turn will increase the size of the underground economy. When the tax burden increases due to the increase in the tax rate, people move towards the underground economy faster, but the reduction of the tax burden will probably have a small impact on the underground economy. To solve the problem of the underground economy, one of the most important solutions that was examined in this research is the growth and development of the production sector. The government should have continuous planning for the improvement and growth of production and the continued growth of production for many years will result in the reduction of the underground economy.

The present study intends to analyze the intellectual and theoretical origins of the shadow curriculum and then provide evidence for this concept from Iranian schools. The approach of this study is qualitative which in the first stage of the research is an analytical-descriptive method. The second stage is narrative research. The research population consisted of teachers, first grade students, and student teachers of Farhangiyan University of Ardebil. Data collection was in addition to written sources on theories and views, Unstructured interview. Data from 5 individual and group interviews reached theoretical saturation. The data were analyzed by thematic analysis method which consists of 6 main themes: student underground activities, documentation, engineering of exam results, inconsistency in statements and practice, discrimination and resistance of students. These themes as well as their sub-themes and concepts are among the most important examples of shadow curriculum in Iranian schools. According to the results of this research, these activities and instances have their roots in the theory of resistance, Jacques Lacan's super-ego, as well as Slavoj Zizek's ideas.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.

According to myths narrations, Homa (osprey) was an auspicious fowl and prosperity messenger that sho was under the the protection of her, would have been wealthy and prosperous. This fowl is always mentioned by poets because it’s an osprey and didn’t hurt anything.Although Saeb has used these contents in his poetry, but has used literary arrays too, for example irony, allegory and simile the same as poets on his age. He has used norm breaking to present a different personality of osprey. Saeb believed that the reason of instability state of osprey and his disliking to her is because of her dark and transient shadow. The image of osprey presented by Saeb has made her as a terrestrial and tangible created.Also he believed that the reason of auspiciousness of this myth fowl is because of her humility and the reason of her fame is her satisfactory to some bones. So, Saeb didn’t want to be under the protection of osprey (homa) because he believed that prosperity is an inherent adjective not acquire.He used this myth fowl to describe nature and unimportant issues, that all of them are mentioned above and are analyzed in different accepts.

Background and objectives Underground music is one of the social phenomena found in some societies today. The purpose of this study is to identify the ethical and security challenges of young people's tendency to underground music. Methodology In terms of its objectives this study is of an applied research type and in terms of its nature it is considered as a qualitative type (survey). The statistical population of the study included 32 individuals who were active underground singers and musicians arrested (21 individuals in total); relevant police officers (9 individuals) and case judges (2 individuals) who have been purposefully selected with an emphasis on theoretical saturation. The method of data collection is field study and its tools were semi-structured face-to-face interviews. The validity of the research is external validity (obtaining accurate information, member controls and theoretical orientations of the researcher) and the reliability of the interviews and questions has been calculated based on the percentage agreement with emphasis on the 7-dimension Creswell model and Kappa coefficient (the statistical value is 0. 836 and excellent). Due to the qualitative nature of the research, the analysis was performed simultaneously with data collection, coding, encryption, compression, isolation and summarization. The categories and themes were then calculated and analyzed using MAXQDA version-18 software. Findings There is a positive relationship between underground music and creating moral and security challenges in the country, because due to components such as the effect of spontaneity, uncontrollability, the contents of poems and unusual relationships of underground music members, the formation of moral crimes in underground music groups is possible. Results The moral and security challenges of society are the product of underground and unlicensed music. Underground music groups are the product of individuals' social action on music and go back to the wrong and cross-cutting policies of decision makers.