Historical research in curriculum Studies: from a postmodernism position

The most principal result of post-modern discourse is a change in the attitudes towards knowledge. The educational research¡ which deals with knowledge and the ways to acquire it¡ has inevitably been influenced by such a change too. A review of the related studies and historical inquiries in the field of curriculum studies clearly indicates that the current image of historical research has been overshadowed by this modern and positivist view of knowledge¡ and accordingly it is an inadequate image. The present article¡ within the framework of philosophical research¡ has made an attempt to interpret the historical inquiry in the field of curriculum studies in correspondence with the post-modern discourse via using conception development approach. In this view¡ the historical research is described as a narration which along with other narrations of a specific phenomenon and via a particular discourse style with a focus on metaphors as meaningful entities has interpreted and explained past events¡ which consequently provides a new understanding of it.