Identifying the Main Components of Metamodern Education

Abstract

The current research has been carried out to analyze the components of metamodern education. The descriptive-analytical method has been used to investigate the purpose of the study. Metamodernism, as one of the new intellectual approaches in the third millennium, acts as a paradigm for re-creating the possibility of going beyond the environment and creating positive change in societies in a way that can give scattered realities a new meaning and guide them in an integrated and coherent manner within a framework of developmental, creative, and ethical mechanisms. On the other hand, the metamodern curriculum should provide teachers' empowerment and increase their ability to analyze and explain the combined and multidimensional phenomena of education from different dimensions simultaneously, multidimensionally, and multilevelly. The view of the metamodern curriculum is that it is hermeneutic, multidimensional, and multifaceted, and in this direction, it tries to create a favorable platform for the development of educational justice, equality, and opportunities for learners. Therefore, this approach with the development of cognitive and emotional power and the development of communication capabilities in the context of the structure of curricula and creative educational mechanisms based on critical thinking is the context of achieving one of the new goals of education and training systems, that is, green and sustainable development. It will provide the individual and social ecosystem and will be the basis for the policymakers and planners of the education system to achieve effective strategic plans in the education system.

Keywords

• metamodern
• education
• metacomposition
• critical thinking
• cognitive processes