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What version or edition is this?
This is the 2nd edition with a publication date of 8/3/2011.
What is included with this book?
This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort #xE2;#xAC;#x1C; inspired by theory in the humanities, arts and interpretive social sciences #xE2;#xAC;#x1C; to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar#xE2;#xAC;"s formulation of allegories-of-the-present#xE2;#xAC;#x1D; a concept in which subjectivity, history, and society become articulated through the teacher#xE2;#xAC;"s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.
William F. Pinar is Professor and Canada Research Chair at the University of British Columbia, Vancouver, Canada.
Table of Contents
|List of Abbreviations||p. xxi|
|The Problem That Is the Present||p. 13|
|School Deform||p. 15|
|The Race to Nowhere||p. 15|
|The Less You Know||p. 20|
|"Untimely" Concepts||p. 29|
|Too Little Intellect in Matters of Soul||p. 33|
|The School as a Business||p. 36|
|The Figure of the Schoolteacher||p. 39|
|From Autobiography to Allegory||p. 43|
|To Run the Course: Currere||p. 43|
|Allegory as Montage||p. 56|
|Why Weimar?||p. 62|
|The Regressive Moment: The Past in the Present||p. 67|
|The Defeat of Democracy||p. 69|
|The Terrible Question||p. 69|
|States of Emergency||p. 72|
|The "Highly Fissured" Republic||p. 76|
|The Regimented Mass||p. 79|
|Art as Allegory||p. 83|
|Economic Crisis||p. 87|
|The Great Age of Educational Reform||p. 91|
|Correctional Education||p. 95|
|Mortal Educational Combat||p. 102|
|Gracious Submission||p. 102|
|The Racial Politics of Curriculum Reform||p. 109|
|Students and the Civil Rights Movement||p. 114|
|Freedom Schools||p. 120|
|The Gender Politics of Curriculum Reform||p. 124|
|The Progressive Moment: The Future in the Present||p. 133|
|The Dissolution of Subjectivity in Cyberculture||p. 135|
|Dream, Thought, Fantasy||p. 135|
|"Let Them Eat Data"||p. 140|
|The Death of the Subject?||p. 143|
|Breaking News||p. 152|
|Intimacy and Abjection||p. 156|
|The Future in the Past||p. 162|
|The Technology of Cultural Crisis||p. 162|
|The Degradation of the Present||p. 166|
|A Philosophy of Technology||p. 170|
|Technology and Soul||p. 173|
|The Analytic Moment: Understanding the Present||p. 179|
|Anti-Intellectualism and Complicated Conversation||p. 181|
|An Unrehearsed Intellectual Adventure||p. 188|
|Curriculum as Complicated Conversation Is Not (Only) Classroom Discourse||p. 193|
|Is it Too Late?||p. 198|
|The Synthetical Moment: Reactivating the Past, Understanding the Present, Finding the Future||p. 205|
|Subjective and Social Reconstruction||p. 207|
|A Struggle within Each Person||p. 207|
|Reactivating the Past||p. 212|
|Understanding the Present||p. 218|
|Finding the Future||p. 226|
|Table of Contents provided by Ingram. All Rights Reserved.|