Philosophical Explanation of the Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran to Knowledge and the Critique of its Significance in Education

The purpose of this study was to explain the philosophical approach of Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran to knowledge and critique its implications in education. Considering the importance of recognizing the document's approach to knowledge and the ambiguities in the document regarding this issue, it was necessary to conduct this research. The main question of this study: What is the product of the dominant knowledge approach in the document and what criticism does it have? This research was a fundamental one and used descriptive, content analysis, critical analysis and inference. First, using existing resources, knowledge approaches, and especially their product and their educational implications, were described. Then, by analyzing the qualitative content analysis of FRDE, the concepts, terms, and relationships between them were analyzed and then the document's inaccurate approaches were revealed and criticized. Findings of the research show that the dominant approach in the document's theoretical foundations is linear approach. But in the Strategic Transformation Document and the National Curriculum Document, simultaneous linear and intertwined approaches are considered. This is inconsistent with the theoretical foundations of the document. It is necessary to review the prevailing approach in light of its criticisms and to eliminate the inconsistencies in the process of writing the future document.