Content I. Introduction II. Main part Approaches of Curriculum 4

Intellectual Processes : It deals with the development of cognitive processes. such as critical thinking and problem solving or human processes and traits such as creativity and self-confidence the focus of curriculum, rather than a structured discipline or a sequenced task. The goal of this category is to increase learning efficiency and the transfer of problem solving abilities to all areas of the curriculum and life.

Social : It focuses on the application of knowledge in realistic or real world situations. In brief, there are two distinct and opposite sides to this category. For example, one variation could focus on social reconstruction with the assumption that the future of society can be changed as a result of the educational activities of the current generation. While another variation could also focus on social adaptation with the assumption that students are the raw material of society, and they need to be shaped to conform to existing social values.

Personal. It is a learner-centered with a focus on the individual needs and interests of the student. Students help or totally create curriculum by expressing interests and investigating those interests. Teachers serve as diagnosticians and facilitators for this effort. It is the teacher's role to help students to identify interests and guide them to appropriate resources and connections to other knowledge.



Conclusion
The above – mentioned papers, gives an overview of the literature on curriculum approaches and theories . Concisely , the best approach or theory to curriculum design is to combine the best of both according to student’s need, teacher’s experience and organizational structure and resources. For example, it is useful to design the overall shape of the course, the main aims and learning objectives, broad content areas and time allocation centrally but then devolve out the detailed planning and design to those teachers who will be delivering the course so that they have ownership of their programme or course .
However, other theorist have considered other bases and standards for categorizing curriculum theories . Miller & Seller (1990: 205-209). In their book "Curriculum Curriculum, Perspectives and Practice", they categorize curriculum theories in to " Subject/Discipline , behaviorism , Cognitive process , Humanistic , Social Developmental, and Transpersonal.
Other theories have also been offered about curriculums by several other theorists . A Summary of the most important theories have been offered in app.3. Although some authors have suggested more than five theories , most of the theories can be included in the following five major categories: academic, technical, intellectual processes, social, and personal. From what is said above, it can be concluded that today discussion about curriculum theory in the education literature of the societies has gained considerable flow and has opened new research horizons to the curriculum field experts.