نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد تاریخ و فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه ملایر، ملایر، ایران
2 دانشیار برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه ملایر، ملایر، ایران
3 استادیار برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه ملایر، ملایر، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
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.
کلیدواژه‌ها [English]
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