نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری گروه فلسفه تعلیم و تربیت دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی
2 دانشیار گروه فلسفه تعلیم و تربیت دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی
3 دانشیار گروه مطالعات برنامه درسی دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی
4 دانشیار گروه فلسفه تعلیم و تربیت دانشکده علوم انسانی دانشگاه شاهد
کلیدواژهها
عنوان مقاله English
نویسندگان English
Abstract
The current research aims to answer the question of what requirements the attitude towards knowledge will have for the elements of the curriculum; It has investigated the evolution of knowledge from the point of view of postmodernism withemphasis on Foucault's point of view. This research has a qualitative approach that was conducted with a systematic review method. The research environment (statistical society) was all the writings and articles related to postmodernism, Foucault, and curriculum, which were selected with a targeted sample and Persian and English keywords from 1383 to 1400. Findings: They have shown that in Foucault's postmodernist view, what is in the modern era is neither progress nor a sign of the emergence of a link between knowledge and freedom, as the pioneers and representatives of the Enlightenment envisioned; Rather, it is an ever-increasing link between knowledge and mastery. According to Foucault, no power relationship can be imagined without forming a field of knowledge, and there is no knowledge that does not include power relations. From Foucault's point of view, this reading in the field of curriculum elements leads to results such as paying attention to critical and pluralistic education, considering education Generalization as an extension of disciplinary
کلیدواژهها English
