A Radical Conception of the Role of Values in Curriculum: "Praxis".

Autor/inn/en	Macdonald, James B.; Clark, Dwight F.
Titel	A Radical Conception of the Role of Values in Curriculum: "Praxis".
Quelle	(1973), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Curriculum Design; Curriculum Development; Curriculum Problems; Curriculum Research; Decision Making; Educational Development; Educational Objectives; Educational Philosophy; Educational Practices; Educational Theories; Models; Speeches; Values + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Decision-making; Entscheidungsfindung; Bildungsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Wertbegriff
Abstract	The focus of this paper is on curriculum praxis, or the reflective transaction of curriculum decisions one makes and acts upon, and from which value judgements may be located, clarified, and inferred. The major topic is how values and value judgements relate to curriculum praxis and how they relate to other curriculum decision-making systems. A first model demonstrates that reflective transaction is made in terms of a set of ideas, beliefs, and concepts which are part of our explicit knowledge framework. This is contrasted to two other models which see values as rationally known entities which can be utilized as a part of an overall decision-making process. The author proposes that value jdugements may be rationally known but that the underlying values can only be known through reflective transaction. It is suggested that one way of locating areas within which decisions are made that reflect the values we hold is to look at fundamental human interests and basic curriculum referents. A grid created for this purpose locates value positions and serves as a basis for clarifying values. A final comment proposes to think of values that are attached to planning outcomes in order to clarify value judgments and to reach the value base which underlies and pervades praxis. (Author/KSM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01