Document Type : Research Paper
Authors
1 PhD Student, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University
2 Associate Professor, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University
3 Associate Professor, Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University
4 Associate Professor, Department of Philosophy of Education, Faculty of Humanities, Shahed University
Abstract
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
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