درخت حوزه‌های تخصصی

Purpose: This study aims to identify the key components of a curriculum based on cultural literacy in the education system. Methods: The study employed a qualitative research design, using content analysis to examine a wide range of documents and scholarly articles on cultural literacy. The data were collected from reputable sources between 2009 and 2024, including books, articles, and reports. Through open, axial, and selective coding, the data were analyzed to identify recurring themes and concepts. In total, 665 initial concepts were extracted, which were categorized into 46 subcategories, representing the core components of a culturally literate curriculum. Findings: The analysis revealed 46 distinct components of a culturally literate curriculum, including critical, personal, and cultural evaluation; historical, religious, and political knowledge; student-centered learning strategies; and environmental and social goals. These components emphasize the importance of fostering cultural literacy as a multifaceted concept, incorporating evaluative skills, social responsibility, and awareness of cultural diversity. The study highlights the need for both student-centered and teacher-centered strategies to balance critical engagement with structured learning. Conclusion: The study provides a comprehensive framework for integrating cultural literacy into the education system. By identifying the core components, it offers valuable insights for educators and policymakers to develop curricula that promote cultural understanding, critical thinking, and social cohesion. The findings underscore the importance of a holistic approach that incorporates cultural, educational, and social goals to prepare students for diverse and multicultural environments.

Purpose: The aim of this study is to reflect on the challenges of teaching a culture of cooperation in an era dominated by ideologies. Methodology: The research method is an analytical-deductive approach, categorized under qualitative research. Findings: In the era of ideologies (totalitarian), the control and alignment of individuals, from the international level to interpersonal relationships, occur with the aim of self-centered recruitment. This is manifested in the formation of parties, groups, associations, and sometimes in other forms, which may be visible or concealed. It appears that ideologies such as fascism, nationalism, conservatism, liberalism, and even sects derived from religions, each to varying degrees, adhere to and act upon the belief of "us as good and others as bad." In this research, the approach of ideologies towards the culture of cooperation is outlined. Following this, the potential challenges in educational systems, primarily in the conflict between teacher and educational system, are discussed in four scenarios. An attempt is made to demonstrate how having an ideological mindset, and the meaning of "ally" and "alliance" and its examples in ideological thinking, directs the educational process toward "recruitment." Conclusion: The claim of education based on the foundations of religion, science, and philosophy seems ideal, at least one step ahead of education based on ideology; however, the dominance of ideological thoughts in the reality of societies is a factor in the culture of "recruitment." In this context, tea