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Curriculum Theory : Conflicting Visions and Enduring Concerns

by
Edition:
2nd
ISBN13:

9781412988902

ISBN10:
141298890X
Format:
Paperback
Pub. Date:
4/24/2012
Publisher(s):
SAGE Publications, Inc
List Price: $53.00

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Summary

The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions-Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction-to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.

Table of Contents

Prefacep. xv
Acknowledgmentsp. xxi
Introduction to the Curriculum Ideologiesp. 1
Your Beliefs About Curriculump. 4
The Curriculum Ideologiesp. 4
The Scholar Academic Ideologyp. 4
The Social Efficiency Ideologyp. 5
The Learner Centered Ideologyp. 5
The Social Reconstruction Ideologyp. 6
Historical Perspective on the Ideologiesp. 7
Curriculum Workersp. 7
The Nature of the Curriculum Ideologiesp. 8
Scholar Academic Ideologyp. 15
Scholar Academic Curriculap. 15
UICSM and SMSG School Mathematicsp. 16
Man: A Course of Studyp. 17
Curriculum and the Disciplinesp. 19
Initiation Into the Disciplinesp. 20
Grounding Curriculum in a Disciplinep. 21
Drawing Upon the Discipline's Knowledgep. 21
Prioritiesp. 23
Disciplines, Intellect, Knowledge: An Assumed Equivalencep. 24
Education as an Extension of Disciplines, Intellect, Knowledgep. 25
Disciplines, Intellect, Knowledge: Global Considerationsp. 25
Disciplines, Intellect, Knowledge: Local Considerationsp. 26
The Academic Disciplinesp. 27
The Discipline as a Communityp. 27
The Discipline as a Hierarchical Communityp. 27
The Learning ↔ Teaching Dynamic of the Disciplinep. 29
The Educative Process Within the Academic Communityp. 29
Curriculum Issuesp. 30
Classification and Selection of Disciplinesp. 30
Curriculum as a Reflection of the Disciplinep. 32
Curriculum Improvementp. 34
Historical Contextp. 35
Aimsp. 42
Knowledgep. 43
The Nature of Knowledgep. 43
The Form of Knowledgep. 43
The Origin of Curriculum Knowledgep. 44
Knowledge and Objective Realityp. 44
The Childp. 45
The Child as Mindp. 45
The Child as Memory and Reasonp. 45
The Incomplete Childp. 45
Learningp. 46
The Learning ↔ Teaching Dynamicp. 46
Direction Within the Learning ↔ Teaching Dynamicp. 46
Transmitting and Receiving Agents of the Learning ↔ Teaching Dynamicp. 46
Learning Theory as Reflection of the Disciplinep. 47
Lack of Concern With Formal Learning Theoryp. 47
Many Theories of Learningp. 47
Learning to Parallel Inquiryp. 47
Readinessp. 48
Teachingp. 48
Teachers as Members of a Disciplinep. 48
Teachers as Transmitters, Mediators, or Translatorsp. 49
Teaching Methodsp. 50
Evaluationp. 52
Student Evaluationp. 53
Curriculum Evaluationp. 53
Concluding Perspectivep. 54
Social Efficiency Ideologyp. 57
A Scientific Technique of Curriculum Makingp. 57
Programmed Curriculum and the Behavioral Engineerp. 60
Programmed Curriculump. 61
Behavioral Engineeringp. 63
The Analogyp. 65
Objectives and Standardsp. 66
Educationp. 67
Scientific Instrumentalismp. 68
Social Orientationp. 68
Societyp. 68
People in Societyp. 68
Educating People to Live in Societyp. 69
Education for a Better Societyp. 70
Objectivesp. 71
The Form of Objectivesp. 71
Gathering Terminal Objectivesp. 73
Acquiring Progressive Objectivesp. 73
Atomismp. 75
Objective Realityp. 75
Causalityp. 76
Ends, Means, and Instrumental Valuesp. 77
Historical Contextp. 78
Social Reformp. 78
Utilitarian Educationp. 79
Behavioral Psychologyp. 80
Scientific Methodologyp. 80
A Century of Forgettingp. 81
Accountability Movement: From Educational to Administrative and Political Initiativesp. 82
Aimsp. 84
Knowledgep. 84
The Nature of Knowledgep. 84
Knowledge and Objective Realityp. 86
Learningp. 87
A Behavioral Viewpointp. 88
Assumptions About Learningp. 89
Readinessp. 90
The Childp. 91
Lack of Concernp. 91
The Child as a Workerp. 92
Individualized Programmed Instructionp. 92
Teachingp. 92
Role of the Teacherp. 92
Consequencesp. 93
Evaluationp. 94
Reasons for Evaluationp. 94
The Nature of Evaluationp. 96
Objectivity and Atomizationp. 96
Appropriateness of Evaluationp. 96
Concluding Perspectivep. 97
Learner Centered Ideologyp. 99
Ideal Schoolsp. 99
Ideal Schools for All Learnersp. 100
A Learner Centered Curriculump. 101
The Ideal Schoolp. 104
The Learner-Centered Schoolp. 105
The Activity Schoolp. 106
The Organic Schoolp. 110
The Integrated Schoolp. 112
Learnersp. 114
The Learner as Central Focusp. 114
The Nature of the Learnerp. 115
The Growing Individualp. 116
The Learner in the Present Tensep. 116
Learningp. 116
Developmental Viewpointp. 116
Learning Theoryp. 118
Learning Leads to Knowledgep. 118
Teaching and Learning in Instructional Environmentsp. 119
The Person in an Environmentp. 119
The Learning Environmentp. 120
Structure of the Learning Environmentp. 121
Teachingp. 123
Freedom, Individualism, and Shared Responsibilityp. 124
The Curriculum: Unit of Work Versus School Subjectp. 126
Scopep. 126
Sequencep. 127
Flexibilityp. 127
Concern for the Whole Personp. 127
Movement From the Concrete to the Abstractp. 127
Responsibilityp. 128
Historical Contextp. 128
Aimsp. 132
The Childp. 133
The Child as an Integrated Personp. 133
The Child as a Meaning-Making Organismp. 133
The Child's Subjective Beingp. 134
Learningp. 134
Learning as Naturalp. 134
The Mechanics of Learningp. 135
Stages of Learningp. 136
Teachingp. 137
The Teacher as Diagnosticianp. 137
The Teacher as Provider of the Environment for Learningp. 138
The Teacher as Facilitator of Learningp. 139
Characteristics of the Teacherp. 140
Knowledgep. 140
Personal Meaning and Knowledge Constructionp. 140
Knowledge and Experiencep. 142
Knowledge as a Derivative Conceptp. 143
Knowledge and Realityp. 144
Evaluationp. 144
Assessment for Growthp. 144
Standardized Objective Testingp. 145
Gradingp. 146
Student Evaluationp. 146
Curriculum Evaluationp. 148
Concluding Perspectivep. 148
Social Reconstruction Ideologyp. 151
Highlanderp. 153
Sixth-Grade Social Reconstruction Mathematicsp. 155
Projectsp. 156
Instructional Proceduresp. 156
Start Where Students Arep. 156
Personal Experiencep. 157
Intense Discussionp. 158
Follow-Upp. 158
Vision and Social Actionp. 159
Academicsp. 160
Society and Reconstructionp. 161
Social Perspectivep. 161
Deep Social Structuresp. 162
The Individual in Societyp. 163
Society, Change, and Crisisp. 163
Reconstruction and Visionp. 163
Social Dynamicsp. 166
Reconstruction Through Educationp. 167
The School as the Institution of Changep. 167
Education as a Social Processp. 168
Educational Methods: Group Discussion and Experiencep. 168
Education and Languagep. 169
Education and Social Changep. 170
Civic Responsibilityp. 170
Education and Politicsp. 170
Education and Socializationp. 171
Historical Contextp. 173
Aimsp. 176
The Childp. 176
Children as Social Agentsp. 176
Children as Meaning Makersp. 177
Children in Societyp. 179
Learningp. 179
Meaning Makingp. 180
Meaning Structurep. 180
The Nature of Learningp. 181
Teachingp. 182
The Discussion Methodp. 183
The Experience Methodp. 185
The Teacher as Colleaguep. 187
Characteristics of Teachingp. 187
Characteristics of Teachersp. 187
Knowledgep. 188
The Social Construction of Knowledgep. 188
Knowledge and Valuep. 189
Knowledge and Realityp. 189
The Creation of Knowledgep. 190
Characteristics of Knowledgep. 192
Evaluationp. 192
Student and Curriculum Evaluationp. 192
Perspective on Increased Student Testingp. 193
Concluding Perspectivep. 196
A Comparative Overview of the Curriculum Ideologiesp. 199
Comparative Summaryp. 199
Aims Playp. 200
Aims Comparisonp. 204
Knowledge Playp. 205
Knowledge Comparisonp. 211
Learning Playp. 215
Learning Comparisonp. 220
The Child Playp. 222
The Child Comparisonp. 225
Teaching Playp. 228
Teaching Comparisonp. 232
Evaluation Playp. 234
Evaluation Comparisonp. 238
Other Parametersp. 241
Freedomp. 241
Timep. 241
Social Improvementp. 241
Multicultural Educationp. 241
Teacher Educationp. 244
Concluding Perspectivep. 244
Individual Perspectives on the Curriculum Ideologiesp. 247
Curriculum Life Historiesp. 248
Can People Believe in More Than One Ideology?p. 255
More Than One Ideologyp. 255
Posture Toward Different Ideologiesp. 256
Why Do Educators Change Ideologies?p. 258
Concluding Perspectivep. 260
Appendix: Curriculum Ideologies Inventoryp. 263
Referencesp. 269
Indexp. 279
About the Authorp. 297
Table of Contents provided by Ingram. All Rights Reserved.


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