| Autor: |
Yadolah Esfandiyari, Soolmaz Nourabadi |
| Jazyk: |
English<br />Portuguese |
| Rok vydání: |
2020 |
| Předmět: |
|
| Zdroj: |
Educação & Formação, Vol 5, Iss 3 (2020) |
| Druh dokumentu: |
article |
| ISSN: |
2448-3583 |
| DOI: |
10.25053/redufor.v5i15set/dez.3349 |
| Popis: |
In recent years, the evolution of education and curriculum has been one of the most important topics in educational circles. This implies that programs implemented in education for various reasons have not fully achieved the goals set. One of reasons for this is to “disregard localization in curriculum”. Curriculum studies are among disciplines that can play an important role in influencing humanities curriculum planning process. But lack of a suitable indigenous curriculum template has made it increasingly reliant on foreign sources and imported and translated terms are used in abundance that has been led to little attention to customs, culture, social, economic and political conditions of society. Although Iranian culture and civilization originates from the fullest range of divine teachings, the educational system has failed to provide an appropriate educational model that is appropriate to cultural conditions throughout the country. A descriptive-analytical approach has been used to answer this question. The findings suggest that in order to change the humanities curriculum into an academic system, the curriculum needs to benefit from its rich Iranian culture and civilization in addition to applying the experiences of other countries and even goes a step further and introduce to the world a pattern arising from Iranian culture and civilization. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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