The practical: a language for curriculum.

Autor/in	Schwab, Joseph J.
Titel	The practical: a language for curriculum.
Quelle	In: Journal of curriculum studies, 45 (2013) 5, S. 591-621Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2013.809152
Schlagwörter	Bildungstheorie; Beratung; Curriculum; Aufgabe
Abstract	The field of curriculum by inveterate, unexamined, and mistaken reliance on theory has led to incoherence of curriculum and failure and discontinuity in actual schooling because theoretical constructions are ill-fitted and inappropriate to problems of actual teaching and learning. There are three major incompetencies of theory: failure of scope, the vice of abstraction and radical plurality. A renascence of the field of curriculum will occur only if curriculum energies are diverted from theoretic pursuits to three other modes of operation: the practical, the quasi-practical and the eclectic. The practical mode differs from the theoretic in many aspects: its outcome is a decision. Its subject matter is always something taken as concrete and particular and treated as indefinitely susceptible to circumstance. Its problems arise from states of affairs. Its method, 'deliberation', is not linear but complex, fluid and transactional aimed at identification of the desirable and at either attainment of the desired or alteration of desires. The quasi-practical is an extension of the practical methods and purposes to subject matters of increasing internal variety. The eclectic recognizes the usefulness of theory to curriculum decision, takes account of certain weaknesses of theory, and provides some degree of repair of these weaknesses.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2014/1