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The present study seeks to rethink the role of the teacher in the teaching-learning process according to the complexity theory. First, the role of the teacher is explained in the traditional vision of Comenius and Dewey's critical insight and then the role of the teacher is discussed in the complexity theory. Then, the teacher’s image as an emergence facilitator is suggested instead of their image as a representer. In this way, the facilitator role, as recommended by the complexity theory, involves creating a context for participation along with engagement and attention, hermeneutic listening, using imagination and improvising, the emergence of different interpretations, and the non-linear, unpredictable, self-regulated, and common knowledge and awareness. From this viewpoint, facilitating and learning which are considered as simultaneous and continuous and are not limited to teacher or learners, could establish a context for the emergence of common knowledge at the classroom level.

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In the new perspectives of the curriculum, informal and lived experiences of students are as valuable as formal and planned experiences. The main purpose of this research is to examine the experience and meaning of good life in informal curriculum. To this purpose, the experience and meaning of a good life for students through Instagram mediation were examined. To achieve this goal, grounded theory method was considered appropriate and semi-structured interviews were conducted with 7 female high school students in Izeh city. Findings in nine categories: celebrity, extremes and imitation, pleasant mental feeling, flow experience, academic failure, family relationships, physical and mental harm, finding a career path and gaining skills and four conceptual classes of orientations, behaviors, experiences And the performances.it represents a experience and meaning hedonistic and   preference-satisfaction of good life for students.