Possibility of Islamization and indigenization of Curriculum of Educational Sciences

Transformation of the curriculum of the humanities with Islamic and native approach has been one of the main concerns of senior managers of the political system, scholars and academics in recent years. Transfer of liberalistic and secularistic views and values, inconsistency with society’s needs and outdatedness of the topics are the main sources of concern and emphasis on reconsideration of curriculum.
This paper is an attempt to assess the possibility of Islamization and indigenization of the approved curriculum through evaluation of its present condition and on the basis of the existing educational knowledge. In order to do so, three questions have been brought up for evaluation: 1. what are the strong points and weaknesses of the existing curriculum of educational sciences in undergraduate courses and the text books currently being taught in universities? 2. Considering the answers of the first question as well as native and Islamic knowledge produced during the past 20 years (following the ratification of the curriculum), to what extent indigenization and Islamization of educational sciences have become possible? 3. What factorshavecaused the plan of Islamization and indigenization of the curriculum not to be implemented rapidly after its approval?
The research method in answering the first question is descriptive and  documentary, for the second and third questions descriptive-analytical and descriptive-critical methods have been employed respectively.
Findings of this study show that the ground is somehow paved for revising the curriculum and the text books with this difference that revising the content of the curriculum dealing with general, historical, philosophical and narrative-interpretive nature is more feasible than those topics with empirical, prescriptive and methodological nature.