Towards a Deliberative Curriculum; A Study of Theoretical and Practical Requirements

Throughout its history,curriculum has experienced growing number of ideas and concepts. Deliberative action is among the most important concepts that have recently found itself as the object of renewed examination by researchers. It is very concept that has been emphasized as an unprecedented solution for curriculum issues. Deliberative action is an intelligent and rational method. It represents an approach that while taking into consideration the curriculum in its totality, chooses the most practical and possible solution to the problems in this area. This paper intends to draw attention to the fundament, concepts and plethora of insights concerning deliberative action from a descriptive-analytical standpoint. It would examine the views expressed by Dewey, Schwab, Reid, walker and westbury who represent the most renowned thinkers on the topic. Findings indicate given their adopted philosophical foundations, these theoreticians have offered different definitions concerning deliberative action and have maintained certain characteristics for it. This paper concludes that deliberative action is a multi-faceted competency of a cyclic nature which are composed of components such as teachers, pupils, course topic, background, status and curriculum.