Abstract
Objectives: The study aims to reveal the degree of inclusion of Arabic language books in the basic stage in Jordan for the cognitive and social foundations of the curriculum. Methods: A descriptive analytical method was employed. The study sample consisted of Arabic language books for the fifth, sixth, ninth and tenth grades. Results: The study concluded that the study sample included (1528) recurrences, of which the cognitive foundations represented (1182) recurrences, and the social bases were (346) recurrences. The distribution of standards of cognitive and social foundations in the study sample was not subject to a specific system that balances and links them. Recommendations: The study recommends designing an integrative and holistic system that aims to distribute the standards of the cognitive and social foundations in the Arabic language books on an equal basis with their counterparts, agreed upon by the participants in the design of the Arabic language curriculum and the authors of its books, especially if the percentage of its representation is low or non-existent. The study also recommends the production of a guideline for Arabic language teachers and parents of students, specifying textual phrases that represent one of the standards of cognitive and social foundations, to guide them while teaching Arabic language books.
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