Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

The Role of Curriculum Ideologies in Directing Values, Purposes, And Methods of Education

Document Type : Original Article

Authors
Narges Kiani 1
Ali Nouri 2
Hedayatollah Etemadizadeh 3
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
10.22034/jcs.2024.180209
Abstract
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.
 
Keywords
Curriculum Theory
Curriculum Ideology
Educational Aimes
Curriculum Content
Teaching Strategies

Subjects

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  • Receive Date 29 January 2024
  • Revise Date 23 August 2023
  • Accept Date 09 July 2024