نظرية المنهج في ضوء فلسفات المجتمع (دراسة حول الاهداف والمحتوى والبناء المعرفي)

Abstract

Abstract The different philosophical approaches whatever have a contrasted point of view agree that knowledge is the tool of education, and that the school was found to provide the student with knowledge and experience that could not be spared without. So, we have to investigate the type of knowledge and the experience that should be provided to the youngsters at the school, and how could we select the subjects of the curriculum. Because curriculums are the basis, through which the desired esteemed ethics of education and learning, the educationists have to pay considerable attention to the selection of subjects that suits the learners; their age, their metal set up, their environment and requirements. They also should balance between the curriculums and the social needs of their society in order to convert them to contributing members that benefit society. This dissertation tackles the Curriculum Theory according to the philosophical approach in light of the different educational theories. The curriculum is the most important education field, and is the core subject that links the learners with the surrounding environment. The outcome of the technological pace in the field of information technology (IT) and communication caused great and intrinsic changes in modern life style, especially in social and economic norms, amendment of legislations and introducing changes to the systems and structures of large organizations in developed communities. The continuous development in natural sciences and the digital and informative revolution led to changes in human norms and styles that require changes curriculums as well. The subject of the research was chosen because of the researcher’s observation of the wide gap between what the learners’ acquisitions and teachers’ acquisitions and practice of the education process, either in the planning or execution levels. There is a crucial need to know the characteristics of the preparation of curriculum and its philosophies to bridge that gap in the education process. 7 The validate the purposes and the objectives of this research, the researcher adopts the analytical- descriptive methods; the educational theories were analyzed, and then abstracted the educational philosophy adopted in the preparation of curriculums. The research comes into four chapters, each include many subchapters. The first chapter studies the structure and components of the curriculum; it contains four related major factors tied together: the objectives, the content, activities and teaching methodologies and the means and tools of evaluation. The second chapter investigates the rules of preparing the curriculum which rely on many rules that set its objectives, contents and methodologies, which educationists referred to them in designing and planning stages. The third chapter discusses the different education philosophies such as the Ideal Educational Thinking, then the pragmatic school. In the final subchapter, the research tackles the characteristics of the Islamic Approach, as a unique approach; it is a divine approach treating the human beings completely; normally, mentally and physically; it is a valid system anytime anywhere. The Fourth chapter comes as an outcome of the researcher efforts. It aims to develop and establish education and learning systems in light of recent political and social changes that have religious, cultural and intellectual dimensions. There is a crucial need the review the curriculum intensely to convoy the global rapid changes according to the changes in culture, science and life style, and to convoy these changes without departing our religion teachings, values and cultures.