النص وسؤال المنهج: قراءة في فكر محمد مصايف النقدي

Abstract EN

If the curriculum, in its usual definition, is represented in a set of concepts, related perceptions, tools, and procedural steps that lead to a result, then the problem arises when it is difficult to arrange and coordinate them in a way that leads to the desired result, and since “the text is a huge world of intertwined linguistic elements” 1 it has dealing with this material has become more complex and overlapping-as it is distinguished from other cultural and cognitive phenomena and systems-which made many critics wonder: is there an approach to understanding and criticizing the text?