The role of curriculum ideologies in directing values, purposes and methods of education

Document Type : Original Article

Authors

1 M.A Student in History and Philosophy of Education, Department of Educational Sciences, Faculty of Humanities, Malayer University, Malayer, Iran

2 Associate Professor of Curriculum Planning, Department of Educational Sciences, Malayer University

3 Department of Educational Sciences, Faculty of Humanities, Malayer University

Abstract

This study was conducted with the aim of determining the orientation of the six ideologies of the curriculum in relation to the values, goals, and methods of education. In the first step, the third chapter (curriculum ideologies) of Eisner’s Educational imagination (Eisner, 1994) was analyzed to find the position of each of the ideologies (Religious Orthodoxy, Rational Humanism, Progressivism, Critical Theory, Reoconceptualism and Cognitive Pluralism) with respect to the curriculum components. Then, in the second step, eleven curriculum professors with expertise in curriculum theory evaluated and validated the developed framework through a qualitative survey. They also provided recommendations on how to modify the initial framework. The results indicate that each curriculum ideology relies on a distinct theoretical and logical underpinning and accordingly prescribes specific aims, content, teaching methods and assessment procedures. The results indicate that each ideology relies on a distinct logical preassumption and accordingly prescribes specific educational aims, content, teaching activities and assessment procedures. These results help educational policy makers, curriculum designers, teachers and parents to compare curriculum ideologies and based on this comparison think about their own ideological orientation regarding the idial curriculum.

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Articles in Press, Corrected Proof
Available Online from 26 September 2023
  • Receive Date: 03 June 2023
  • Revise Date: 23 August 2023
  • Accept Date: 30 August 2023