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Abstract: This researchr examines educational aims and goals of preschool stage in Iranian national curriculum. This examination is based on Islamic theory of action in childhood and carried out by using conceptual and comparative analysis methods. In a holistic view, it seems that these aims encounter 4 challenges. The first challenge is related to psychological requirements of children during their maturation. The second one is about the vagueness of its value hierarchies. The third challenge is the ambiguity of terms and vocabularies. Disorder in defining the aims is another challenge. It is important to note that some of these aims may overlap each other. In this regard some modifications have been done. Comparative analysis of the national curriculum aims indicates that these aims can be settled in 4 categories. The first group includes those aims which are concordant with the correspond ones in Islamic theory of action. These aims are appropriate. The second and third classes consist of those aims which have essential or inessential oppositions to Islamic theory of action. Upon our investigation, we propose that these aims should be modified or omitted. The last one includes those aims that are neglected in this document. In this case, we suggest some new aims.
 

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The aim of this study is to represent the components of national identity in the content of Persian textbooks in primary education that the qualitative content analysis method with inductive approach has been used. Using purposive sampling method, all Persian textbooks of elementary course were analyzed. The findings of this study were 6 main categories in the Iranian dimension and 13 categories in the Islamic dimension, which indicates that the prevailing ideology in the form of dominant discourse has been effective in writing books. Also, considering that the context of the studied books is Persian in terms of content, and should deal with Persian literature related to Iran, but this rich literary background has been marginalized. Representation of Islamic dimension indicates the predominance of Islamic identity and the special importance of this dimension of identity; therefore, national identity has lost its balance and has been exposed to ideological bias.

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In this research, one of the views of the Islamic curriculum proposed by Hashim has been described, analyzed and criticized. In the analysis, it was found that she considered the curriculum as a document and system. Her view on religious science is influenced by al-Attas' view. Accordingly, she considers science as a religious one in condition that it is free from Western elements and replaced by Islamic propositions. She seeks to design and develop a curriculum that places particular emphasis on Islamic goals and content. The most important criticisms indicates the neglect and lack of theoretical explanation of philosophical and methodological foundations, reliance on formalist views, Neglecting the curriculum as a field of study, being under the banner of the discourse of existing Western sciences. Hence, the important need of this field today is to go beyond the passive encounter, which is based on the adaptation, refinement and formalistic completion of existing Western knowledge, and to turn to reactive and proactive encounters that seek to provide theoretical formulations. New development of curriculum knowledge boundaries from an Islamic perspective is essential.