ارزشيابي برنامه درسي به مثابه يك پديده پيچيده

در اين پژوهش سعي شده است با توجيه و مفروض انگاشتن برنامه درسي به عنوان يك پديده پيچيده، مدلي براي ارزشيابي آن ارائه گردد كه به كمك آن تصويري جامع‌تر از ابعاد مختلف برنامه درسي در گزارش‌هاي ارزشيابي ارائه نمود. در اين مدل ابعاد و لايه‌هاي مختلف برنامه درسي (مكتوب، اجراشده، تجربه شده، آزمون شده) بر اساس سه معيار (آرمان‌هاي قصدشده، ابعاد پنهان، و عناصر مغفول) ارزيابي شده و نهايتاً يك ماتريس 15 سلولي را به وجود مي‌آورند. به عقيده نگارنده ارزيابي جامع برنامه درسي به عنوان يك پديده پيچيده مستلزم پاسخگويي به سوالات تمامي اين سلول‌ها مي‌باشد. اين پژوهش را مي‌توان از نوع "پژوهش نظريه‌اي" دانست كه هدف آن توليد يك مدل تجويزي در حوزه مطالعات برنامه درسي مي‌باشد.

Although roughly 100 years have been passed since Curriculum Studies was born as an academic discipline, but it seems that its domains have not experienced a balanced development. For example while we have witnessed a booming growth in areas such as theorizing, conceptualization, planning, design, and recently internationalization, but some areas seem to have remained underdeveloped among which we can name curriculum evaluation. As an instance, though Reconceptualization Movement extended the borders of Curriculum Studies and bestowed upon us a deeper understanding of curriculum as a dynamic phenomenon (and not just a written text), but we have not yet developed an all-inclusive model to evaluate curriculum as a dynamic and multi-layered phenomenon. In the last decades, we have mostly used several popular models namely Tyler (for evaluating predetermined objectives), Scriven (for uncovering emergent outcomes), CIPP (for evaluating curriculum as a system), Educational Criticism and Connoisseurship (for an artistic evaluation of educational phenomena), but none of the aforementioned models are comprehensive enough to take into account the numerous dimensions of curriculum (written, operationalized, experienced, tested, and flourished) as a dynamic, emergent and non-linear phenomenon. This is while curriculum scholars have mostly reached an unwritten consensus that curriculum can no longer be considered just as a written product which can be designed and manufactured by top scholars sitting at high positions and then mechanically implemented and tested step-by-step by school practitioners. On the other side, complexity theory has radically changed our knowledge of the world's physical and social phenomena in the last recent decades. As a result, I believe that curriculum can be deemed as a chaotic and complex phenomenon due to characteristics like non-linearity, unpredictability, emergence, instability, self-organized adaptiveness, context-based nature, bifurcation, sensitivity to initial conditions, and so on. In this paper, I try to put forward a new model for curriculum evaluation, entitled ECCP (Evaluating Curriculum as a Complex Phenomenon), out of my perception of curriculum as a complex event.