By William F. Pinar (eds.)
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Extra resources for Curriculum Studies in China: Intellectual Histories, Present Circumstances
Of course, every country can be said to be “bedeviled” by its past. 2. In the United States, authoritarianism is not addressed by curriculum reform but enacted by it (see Pinar 2012, 2–3). Introduction 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 21 See Pinar 2011a. See Pinar 2011b. See Pinar 2013. This work could not have occurred without the generous support of the Social Sciences and Humanities Research Council of Canada (Project 410–2009–0953). While “reform” in China is focused on questions of practice, it is, as we will see, not exclusively “organizational”—as it tended to be in the 1930s EightYear Study conducted in the United States (see Pinar 2011c, 77–91)—a point the perceptive Tero Autio made during his exchanges with the scholar-participants.
New York: Peter Lang. Alba, Alicia de. 2011. ” In Curriculum Studies in Mexico: Intellectual Histories, Present Circumstances, edited by William F. Pinar, 49–74. New York: Palgrave Macmillan. Autio, Tero. 2006. Subjectivity, Schooling, Society: Between and Beyond German Didaktik and Anglo-American Curriculum Studies. Mahwah, NJ: Lawrence Erlbaum. ———. In press. ” In The International Handbook of Curriculum Research, edited by William F. Pinar. Second edition. New York: Routledge. Kleinberg, Ethan.
Based on Dewey’s ideas of cooperative teaching and learning, Tao Xingzhi transformed the traditional passive-linear method of instruction into a “teaching-learning method” or “the union of teaching and learning” (Tao 1991a/2005a, 1:18), hoping to create a mutual-learning environment. Based on Dewey’s fundamental ideas of inquiry-oriented teaching and learning-by-doing, Tao changed the traditional “banking” method of instruction into “the union of teaching, learning, and doing” (105). In the social context of modern China, Tao Xingzhi transformed Dewey’s conceptualization of “education as a social process” into a more radical and expansive one—“society as school”—so as to completely remove the firm fences placed between societies and schools and encourage schooling to become rooted deep into local communities.
Curriculum Studies in China: Intellectual Histories, Present Circumstances by William F. Pinar (eds.)