By Landon E. Beyer
The authors examine the disparate perspectives recommend in debates touching on either public institution and collage curricula, multiculturalism, the canon, and the goals of schooling. additionally they handle the academic proposals and social, political, cultural and monetary views complex by way of participants of the recent correct, sleek liberals, radicals and postmodernists. The ebook ends with cutting edge views on social and academic reform, a revolutionary orientation that offers an time table for major swap.
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Additional resources for Curriculum in conflict: social visions, educational agendas, and progressive school reform
The specific content or knowledge conveyed through the teacher-dominated lesson mattered less than its contribution to the orderly development of the student's mind (Kliebard, 1986). Recitation was frequently the basis for the pattern of interaction between student and teacher, which might combine the assumptions of faculty psychology with the values and character traits central to the hidden curriculum. The curriculum of early institutions of higher education was much less elaborate than the one in place in today's colleges and universities and, in fact, reflected a uniformity and predictability that is noteworthy.
What knowledge and forms of experience are most worthwhile? This is perhaps the central question of the field and one that has historically guided much curriculum development. Important issues here include, on the one hand, an array of complex epistemological questions and assumptions regarding, for instance, the nature of knowledge, knowing, and justification. On the other hand, ethical issues that always surround judgments of worth must be taken up, necessitating some axiological framework within which alternative ways of constructing and valuing knowledge can be considered and evaluated.
For the place of the curriculum field within both other scholarly domains and the larger social universe has been a central issue that has, in fact, actually helped to define the field. Rather than thinking about curriculum studies as defined by a set of characteristics or parameters about which there is substantial consensus, we would suggest that it is more fruitful and more responsive to the historical and contemporary dimensions of the field to think of it as constituted by a set of questions to which a variety of responses have been and continue to be made.
Curriculum in conflict: social visions, educational agendas, and progressive school reform by Landon E. Beyer