واکاوی تاریخی جریان ها و گروه های فکری رشته مطالعات برنامه درسی در ایران

The field of curriculum, as an epistemological field or one of the specialized fields of the field of education, was identified in 1918 with the publication of Franklin Bobitt's curriculum book. And in Iran, it was established in 1365 and at Khwarazmi University of Tehran, by accepting students in the master's degree in curriculum studies. The most important definition of curriculum is the recognition, prediction, organization and shaping of educational activities in the field of learning for students. Lexically, it is rooted in the Latin word currere, which means a racecourse or a field for running. Curriculums, like a competition field, which has a clear and defined beginning and end, require a well-defined and predefined beginning, end, and route. In general, curriculum refers to that scientific field that includes the following areas: 1- Curriculum basics 2- Curriculum engineering 3- Curriculum implementation 4- Curriculum change 5- Curriculum evaluation 6- Curriculum history 7 - Curriculum research (2019, Fathivajargah). While curriculum theory is considered an important part of curriculum from the dominant point of view of scholars in this field, it seems that many decision makers and decision makers of educational systems have ignored this importance. Even some administrators have institutionalized this misconception that curriculum theory has nothing to do with their daily decisions (Glatthorn, 2005). . (1992) admitted that the history of the field of curriculum has been neglected and most of the history of education has been considered. This (historical poverty) has led to theoretical poverty in the field of curriculum. History educates today's people, and today's people create tomorrow's history. In fact, today's people are indebted to yesterday's history and responsible for tomorrow's history, and for this reason, history is one of the most appropriate means of guiding and educating people (Bjorklund & Sandahl, 2023). An important point is that few historical researches have been done in the field of curriculum studies in Iran, and they have mainly focused on curriculum planning in the field of education and training, and have paid less attention to the field of curriculum studies itself. As an example of curriculum architecture research in Iran, the result of Mosapor et al (2015) and Khoshi at al (2019) research, although it was very comprehensive, but it was in the field of education and paid less attention to curriculum as an academic discipline. Is. In fact, one of the most important topics related to the field of curriculum is to examine the process of formation of intellectual groups and trends in the field of curriculum in Iran. Intellectual groups and intellectual currents in this research refer to those who base their work on a specific procedure and point of view and conduct research and authoring based on the same. On the other hand, examining the developments and the historical course of curriculum streams and groups is a necessity that many countries, including Iran, have realized its importance for a long time, but have paid less attention to it from a research and historical perspective. The field of curriculum studies in Iran was first formed by translating the classic works of key theorists of the field of curriculum studies, and the translation of the works of Tyler, Beauchamp, Klein and other theorists was a priority. This tradition of translation is still in force, only instead of translating classic works and Tyler, now most of the works of neophyte experts are given priority. In this part of the research, it is important to mention two points. Although these currents have a specific origin at the time of their formation and each one was formed in a specific period, but these currents have continued to exist with strength and weakness, and it is not the case that a current was formed in a specific period and has ended, in other words, no flow has stopped and is still going on. For example, the classical flow of the field of curriculum studies and Tyler's works can still be seen in the works of many researchers, and the basis of the research is many experts in the field of curriculum studies. The second point of currents and groups of thought is that this trend and evolution can also be seen in experts in the field of curriculum studies, that is, experts with experience in the field of curriculum studies, first discussed classical theories and then applied this trend in They have continued their work and are currently engaged in researches on neo-realism and localization in the field of curriculum studies. And the last important issue is that researchers and professors have changed over time and even some respected professors have criticized their past views. For example, Dr. Fathi Vajargah calls himself advanced, middle and late Fathi. These few lines show the necessity of doing research in this field. Based on the purpose of the research, the researcher sought to discover the currents of curriculum studies in Iran. In order to achieve the results, he has acted in the way mentioned in the following research.



The aim of the article was to study the formation process of intellectual groups and currents of curriculum studies in Iran.

A qualitative research project that uses two library methods (studying documents) and qualitative analysis (inductive).The statistical field has been used in the library method, documents related to the field, and using the tool of data extraction and the resource extraction questionnaire. The statistical field in the second method was experts and university professors in the field of curriculum studies in Iran, who were selected using the snowball sampling method, and data were collected using semi-structured interviews. The number of samples until saturation was 15 people. Then, the data was coded using thematic analysis method and finally the analysis was done using the Claizari method. The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.

The obtained results show that the most important currents and intellectual groups after the formation of curriculum studies in Iran, respectively: classical, cognitive process, intellectual practice, comparative studies, new technology, neo-realism, methods It has been new, localization and modernization.