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Theory of the method

Course Description: This course examines the concept, nature, functions, and importance of general educational theories (encyclopedic, essentialist, pragmatic, applied), their characteristics, and the historical development of curriculum theory. It defines curriculum theory, its functions, importance, characteristics, structure, and sources. It also classifies curriculum theories, reviewing previous classification efforts by McNeil, Phenix, Eisner & Vallance, and Taba. The course will provide a detailed study of selected classifications: McDonald's classification of prescriptive, descriptive, and critical curriculum theories; Glatthorn's classification of theories with a formative, value-oriented, content-oriented, and process-oriented orientation; and Al-Rawaily's classification of academic, social, cognitive, and humanistic theories. The course will also discuss how school curriculum theories address its elements and their relationship to models, previous efforts in curriculum theory, and future directions. Finally, it will explore the Islamic theory of curriculum and the debate surrounding its existence.
Credits: 2
Objectives of the course :

The student will learn:
The theory: its concept, nature, functions, and importance.
General educational theories and their characteristics.
The historical development of curriculum studies.
– Curriculum Theory: Definition, Functions, Importance, Characteristics, Structure, and Sources of Construction.
Classification of curriculum theories and the relationship between theory and model.
– Previous efforts in curriculum theory and directions.
The Islamic theory of methodology and difference in its existence.

Course outputs :
  • Description of the knowledge to be acquired in the course.
  • By the end of this course, you should have acquired theoretical knowledge and fundamental concepts about the theory of methodology and its definition.
    Functions, importance, characteristics, structure, construction sources, nature, characteristics, and its reflections on life
    and the universe and humans, as well as the elements of the curriculum, the teacher, and the learner, and their relationship to the model, and previous efforts in theory
    The curriculum, and the debate surrounding whether or not there is an Islamic theory of curriculum.
  •  Analysis and critique of previous writings on methodology theory and Islamic theory in methodology.
  • Connecting acquired knowledge with the practical application of that knowledge.
Additional information:
  • Last updated: 2026-06-02

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