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Preface | p. xv |
Acknowledgments | p. xxi |
Introduction to the Curriculum Ideologies | p. 1 |
Your Beliefs About Curriculum | p. 4 |
The Curriculum Ideologies | p. 4 |
The Scholar Academic Ideology | p. 4 |
The Social Efficiency Ideology | p. 5 |
The Learner Centered Ideology | p. 5 |
The Social Reconstruction Ideology | p. 6 |
Historical Perspective on the Ideologies | p. 7 |
Curriculum Workers | p. 7 |
The Nature of the Curriculum Ideologies | p. 8 |
Scholar Academic Ideology | p. 15 |
Scholar Academic Curricula | p. 15 |
UICSM and SMSG School Mathematics | p. 16 |
Man: A Course of Study | p. 17 |
Curriculum and the Disciplines | p. 19 |
Initiation Into the Disciplines | p. 20 |
Grounding Curriculum in a Discipline | p. 21 |
Drawing Upon the Discipline's Knowledge | p. 21 |
Priorities | p. 23 |
Disciplines, Intellect, Knowledge: An Assumed Equivalence | p. 24 |
Education as an Extension of Disciplines, Intellect, Knowledge | p. 25 |
Disciplines, Intellect, Knowledge: Global Considerations | p. 25 |
Disciplines, Intellect, Knowledge: Local Considerations | p. 26 |
The Academic Disciplines | p. 27 |
The Discipline as a Community | p. 27 |
The Discipline as a Hierarchical Community | p. 27 |
The Learning ↔ Teaching Dynamic of the Discipline | p. 29 |
The Educative Process Within the Academic Community | p. 29 |
Curriculum Issues | p. 30 |
Classification and Selection of Disciplines | p. 30 |
Curriculum as a Reflection of the Discipline | p. 32 |
Curriculum Improvement | p. 34 |
Historical Context | p. 35 |
Aims | p. 42 |
Knowledge | p. 43 |
The Nature of Knowledge | p. 43 |
The Form of Knowledge | p. 43 |
The Origin of Curriculum Knowledge | p. 44 |
Knowledge and Objective Reality | p. 44 |
The Child | p. 45 |
The Child as Mind | p. 45 |
The Child as Memory and Reason | p. 45 |
The Incomplete Child | p. 45 |
Learning | p. 46 |
The Learning ↔ Teaching Dynamic | p. 46 |
Direction Within the Learning ↔ Teaching Dynamic | p. 46 |
Transmitting and Receiving Agents of the Learning ↔ Teaching Dynamic | p. 46 |
Learning Theory as Reflection of the Discipline | p. 47 |
Lack of Concern With Formal Learning Theory | p. 47 |
Many Theories of Learning | p. 47 |
Learning to Parallel Inquiry | p. 47 |
Readiness | p. 48 |
Teaching | p. 48 |
Teachers as Members of a Discipline | p. 48 |
Teachers as Transmitters, Mediators, or Translators | p. 49 |
Teaching Methods | p. 50 |
Evaluation | p. 52 |
Student Evaluation | p. 53 |
Curriculum Evaluation | p. 53 |
Concluding Perspective | p. 54 |
Social Efficiency Ideology | p. 57 |
A Scientific Technique of Curriculum Making | p. 57 |
Programmed Curriculum and the Behavioral Engineer | p. 60 |
Programmed Curriculum | p. 61 |
Behavioral Engineering | p. 63 |
The Analogy | p. 65 |
Objectives and Standards | p. 66 |
Education | p. 67 |
Scientific Instrumentalism | p. 68 |
Social Orientation | p. 68 |
Society | p. 68 |
People in Society | p. 68 |
Educating People to Live in Society | p. 69 |
Education for a Better Society | p. 70 |
Objectives | p. 71 |
The Form of Objectives | p. 71 |
Gathering Terminal Objectives | p. 73 |
Acquiring Progressive Objectives | p. 73 |
Atomism | p. 75 |
Objective Reality | p. 75 |
Causality | p. 76 |
Ends, Means, and Instrumental Values | p. 77 |
Historical Context | p. 78 |
Social Reform | p. 78 |
Utilitarian Education | p. 79 |
Behavioral Psychology | p. 80 |
Scientific Methodology | p. 80 |
A Century of Forgetting | p. 81 |
Accountability Movement: From Educational to Administrative and Political Initiatives | p. 82 |
Aims | p. 84 |
Knowledge | p. 84 |
The Nature of Knowledge | p. 84 |
Knowledge and Objective Reality | p. 86 |
Learning | p. 87 |
A Behavioral Viewpoint | p. 88 |
Assumptions About Learning | p. 89 |
Readiness | p. 90 |
The Child | p. 91 |
Lack of Concern | p. 91 |
The Child as a Worker | p. 92 |
Individualized Programmed Instruction | p. 92 |
Teaching | p. 92 |
Role of the Teacher | p. 92 |
Consequences | p. 93 |
Evaluation | p. 94 |
Reasons for Evaluation | p. 94 |
The Nature of Evaluation | p. 96 |
Objectivity and Atomization | p. 96 |
Appropriateness of Evaluation | p. 96 |
Concluding Perspective | p. 97 |
Learner Centered Ideology | p. 99 |
Ideal Schools | p. 99 |
Ideal Schools for All Learners | p. 100 |
A Learner Centered Curriculum | p. 101 |
The Ideal School | p. 104 |
The Learner-Centered School | p. 105 |
The Activity School | p. 106 |
The Organic School | p. 110 |
The Integrated School | p. 112 |
Learners | p. 114 |
The Learner as Central Focus | p. 114 |
The Nature of the Learner | p. 115 |
The Growing Individual | p. 116 |
The Learner in the Present Tense | p. 116 |
Learning | p. 116 |
Developmental Viewpoint | p. 116 |
Learning Theory | p. 118 |
Learning Leads to Knowledge | p. 118 |
Teaching and Learning in Instructional Environments | p. 119 |
The Person in an Environment | p. 119 |
The Learning Environment | p. 120 |
Structure of the Learning Environment | p. 121 |
Teaching | p. 123 |
Freedom, Individualism, and Shared Responsibility | p. 124 |
The Curriculum: Unit of Work Versus School Subject | p. 126 |
Scope | p. 126 |
Sequence | p. 127 |
Flexibility | p. 127 |
Concern for the Whole Person | p. 127 |
Movement From the Concrete to the Abstract | p. 127 |
Responsibility | p. 128 |
Historical Context | p. 128 |
Aims | p. 132 |
The Child | p. 133 |
The Child as an Integrated Person | p. 133 |
The Child as a Meaning-Making Organism | p. 133 |
The Child's Subjective Being | p. 134 |
Learning | p. 134 |
Learning as Natural | p. 134 |
The Mechanics of Learning | p. 135 |
Stages of Learning | p. 136 |
Teaching | p. 137 |
The Teacher as Diagnostician | p. 137 |
The Teacher as Provider of the Environment for Learning | p. 138 |
The Teacher as Facilitator of Learning | p. 139 |
Characteristics of the Teacher | p. 140 |
Knowledge | p. 140 |
Personal Meaning and Knowledge Construction | p. 140 |
Knowledge and Experience | p. 142 |
Knowledge as a Derivative Concept | p. 143 |
Knowledge and Reality | p. 144 |
Evaluation | p. 144 |
Assessment for Growth | p. 144 |
Standardized Objective Testing | p. 145 |
Grading | p. 146 |
Student Evaluation | p. 146 |
Curriculum Evaluation | p. 148 |
Concluding Perspective | p. 148 |
Social Reconstruction Ideology | p. 151 |
Highlander | p. 153 |
Sixth-Grade Social Reconstruction Mathematics | p. 155 |
Projects | p. 156 |
Instructional Procedures | p. 156 |
Start Where Students Are | p. 156 |
Personal Experience | p. 157 |
Intense Discussion | p. 158 |
Follow-Up | p. 158 |
Vision and Social Action | p. 159 |
Academics | p. 160 |
Society and Reconstruction | p. 161 |
Social Perspective | p. 161 |
Deep Social Structures | p. 162 |
The Individual in Society | p. 163 |
Society, Change, and Crisis | p. 163 |
Reconstruction and Vision | p. 163 |
Social Dynamics | p. 166 |
Reconstruction Through Education | p. 167 |
The School as the Institution of Change | p. 167 |
Education as a Social Process | p. 168 |
Educational Methods: Group Discussion and Experience | p. 168 |
Education and Language | p. 169 |
Education and Social Change | p. 170 |
Civic Responsibility | p. 170 |
Education and Politics | p. 170 |
Education and Socialization | p. 171 |
Historical Context | p. 173 |
Aims | p. 176 |
The Child | p. 176 |
Children as Social Agents | p. 176 |
Children as Meaning Makers | p. 177 |
Children in Society | p. 179 |
Learning | p. 179 |
Meaning Making | p. 180 |
Meaning Structure | p. 180 |
The Nature of Learning | p. 181 |
Teaching | p. 182 |
The Discussion Method | p. 183 |
The Experience Method | p. 185 |
The Teacher as Colleague | p. 187 |
Characteristics of Teaching | p. 187 |
Characteristics of Teachers | p. 187 |
Knowledge | p. 188 |
The Social Construction of Knowledge | p. 188 |
Knowledge and Value | p. 189 |
Knowledge and Reality | p. 189 |
The Creation of Knowledge | p. 190 |
Characteristics of Knowledge | p. 192 |
Evaluation | p. 192 |
Student and Curriculum Evaluation | p. 192 |
Perspective on Increased Student Testing | p. 193 |
Concluding Perspective | p. 196 |
A Comparative Overview of the Curriculum Ideologies | p. 199 |
Comparative Summary | p. 199 |
Aims Play | p. 200 |
Aims Comparison | p. 204 |
Knowledge Play | p. 205 |
Knowledge Comparison | p. 211 |
Learning Play | p. 215 |
Learning Comparison | p. 220 |
The Child Play | p. 222 |
The Child Comparison | p. 225 |
Teaching Play | p. 228 |
Teaching Comparison | p. 232 |
Evaluation Play | p. 234 |
Evaluation Comparison | p. 238 |
Other Parameters | p. 241 |
Freedom | p. 241 |
Time | p. 241 |
Social Improvement | p. 241 |
Multicultural Education | p. 241 |
Teacher Education | p. 244 |
Concluding Perspective | p. 244 |
Individual Perspectives on the Curriculum Ideologies | p. 247 |
Curriculum Life Histories | p. 248 |
Can People Believe in More Than One Ideology? | p. 255 |
More Than One Ideology | p. 255 |
Posture Toward Different Ideologies | p. 256 |
Why Do Educators Change Ideologies? | p. 258 |
Concluding Perspective | p. 260 |
Appendix: Curriculum Ideologies Inventory | p. 263 |
References | p. 269 |
Index | p. 279 |
About the Author | p. 297 |
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