a critical approach to postmoderne curriculum

the main aim of this study was identifying effects of post modernism paradigm and to criticize of its functions in the field of curriculum and its epistemological domains. to get this purpose, it was used an analytical-inferential method. after inquiring in viewpoints of advocate and critic thinkers of this intellectual stream, the results were demonstrated that although this paradigm has insufflated a new inspirit in the body of curriculum studies and has call thinkers of this domain for inevitable review and reform the foundations and even practices of curriculum and pay attention to its neglected and hidden issues, such as promoting critical thinking in students, highlighting the contribution of teachers and students in producing of curricula, respect to multiplicity of ideas and tolls of being limited to mechanical patterns, but denying many of basis, instituted thoughtful values and efforts cleaning up and deconstructing of them will lead to anarchy, chaos and nihilism in human societies. therefore, in encountering with this paradigm, it is necessary for thinkers and authorities of curriculum studies that firstly recognize the nature and philosophical foundations that have control on it before taking up an agreement or disagreement position about it and then do proper actions for propagation or rejecting its ideas with complete awareness and insight.