چکیده (انگلیسی):

ABSTRACT: Curricula expert believe that a superficial perspective incurring ignorance about the human beings and
their essence which in turn empty the mental vision and conceiving of human complexities should be se t aside and
evaded because the output will be prescribed and directive-factory curricula and teaching methods. And the
learners will be conditioned to a kind of unstable education/training with no sustainability. In this article , the
questions below are raised considering inefficiency of directive and prescribed-factory curricula encountered with
globalization process, information explosion, teaching complications and life styles opportunities: How can learning
opportunities and developing research-based logical thinking in conformity with globalization be provided through
curricula? How can the ability to adopt correct and valid information and dismiss invalid information along with
proper selectivity be instituted in learners? The objective of this article is to explain the relation between four
categories/families of teaching models as follows: Information processing, social, personal(individual), and
behavioral systems studied in a format of 28 patterns with cognitive training plus developing bearing in mind the
major duty of Teaching-Training system which shall be instructing the learners as "how to Learn". The research
results indicate that the teaching methods above - already formulized tested and surveyed in the modern era of
educational research - do not function passively facing the desired development of research-based logical thinking
and enhancing the judgment capacity of the learners. Moreover, the three dimensions of stimulating teacher,
teacher' command over various teaching models and taking into account the individual differences of each learner
shape a triangle in the middle of which research-oriented logical thinking is to be born.
Keywords: models of information processing, social, personal /individual, behavioral systems, logical thinking