Abstract
The purpose of this article is a critique of the theory of social reconstruction program. The theory for the fundamental changes the whole curriculum, and teacher and student curriculum as the main actors, play a crucial role in social reform. The method used in this research is descriptive - analytical ...
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The purpose of this article is a critique of the theory of social reconstruction program. The theory for the fundamental changes the whole curriculum, and teacher and student curriculum as the main actors, play a crucial role in social reform. The method used in this research is descriptive - analytical and to obtain valid data of "document review" interest is taken. A total of four main question for this study based on their design and research process is formed. Therefore, the process is also first explained the origin and cause theories of social reconstruction, then its main propositions extracted and then introduced the pioneers of this theory, explain its implications for the curriculum. Babadsty documents on the one hand and providing a review and evaluate the advantages and disadvantages of Western scholars view them from the perspective of the next section of the article is formed. In the end, we tried to provide a fairly comprehensive discussion of the possibility of such an approach in the formal education curriculum with Iran to be paid more attention. Results showed that the operation of those statements that comply with the reformist vision of social reconstruction of the country's documents, can create movement in the design of the curriculum. But should the extreme view of this theory, especially the decentralization plan, the centrality of the role of teachers and students in the school and induction exaggeration avoided creating fundamental changes in society.