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This paper conducts a historical analysis of the meaning and aims Reconceptualism in viewpoint of Pinar et al, including methodology and critics related to it in curriculum field from 1960s to 2010s.  For this means, 25 papers and 4 books of Pinar et al were studied by methods of document and textual analysis through an analytical-critical approach. Critiques of Wraga and Hlebowitsh as alternatives for Reconceptualism are accounted. The result of analysis showed that a) Reconceptualists aren’t a homogeneous group of curriculum experts share certain ideas b)Reconceptualism isn’t a movement, but rather a way or a process of understanding c) the process of understanding or the Reconceptualiztion project will never cease to continue. Thus, Reconceptualism cannot be defined easily and, d) Reconceptualism is a critical and inclusive movement that concentrates on out of school phenomena and critique of hidden and overt curriculum outcomes. Concerned issues and methodology of Reconceptualism that were extracted via open and selected coding include: pursuit of interdisciplinary studies, empowering critical role of theory, paradigm shift from curriculum planning to curriculum understanding, focusing on out of school variables, generalizing, emphasis on theory rather than practice, improving the field of curriculum studies in order to adapt to complicated dialogues, internationalization of curriculum studies, critic of ahistorical posture and using of autobiography and interpreting Currrere as a biographical mode. Finally, notable critiques of Reconceptualism and their responses are analyzed.

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The emergence of re-conceptualism in the field of curriculum studies caused a large rotation of identity in this field. The book titled "understanding of curriculum" by William Pinar may be considered the most outstanding work in the field. In this book, movement which affected pre re-conceptualist, are introduced as the traditional type and it is believed the new curriculum discourses should be considered instead. That caused Joseph Schwab's theory is charged in the group of traditional pre re-conceptualist theories. This paper, by analyzing and identifying differences of Tyler's theory, Schwab's theory and re-conceptualism, plans to criticize this way of thinking and tries to introduce a new explanation of curriculum studies field as a practical one based on the role of Schwab's theory in the evolution of history of curriculum studies field.