Purpose: Considering the importance of the curriculum elements
and attention to the postmodernism movement, the present research
was conducted with the aim of identifying and criticizing the
educational trauma of the curriculum elements of the
postmodernism movement based on the fundamental reform
document.
Materials and Methods: This study in terms of purpose was
applied and in terms of implementation method was qualitative from
type of analytical-critical. The research population was all the
written sources about the curriculum of the postmodernism
movement and fundamental reform document, and to select the
samples was used from the census sampling method. The research
tool was taking notes from the texts and the data obtained from them
were analyzed by content analysis method.
Findings: In this study, the educational trauma of the curriculum
elements of the postmodernism movement based on Klein's 9
elements including goals, content, learning and teaching strategies,
educational materials and resources, learning activities, teaching
time, teaching space, grouping and evaluation are identified and
then these items based on the fundamental reform document were
reviewed and criticized.
Conclusion: The findings of this study indicate the existence of
practical implications for education specialists and planners to
design and implement programs to improve the curriculum
elements.