What the Curriculum Field Needs to Learn from Its History.

Autor/in	und weitere
Sonst. Personen	Tanner, Daniel (Hrsg.)
Titel	What the Curriculum Field Needs to Learn from Its History.
Quelle	(1978), (40 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Case Studies; Curriculum; Curriculum Development; Curriculum Evaluation; Curriculum Problems; Curriculum Research; Democratic Values; Educational History; Educational Theories; Efficiency; Socioeconomic Influences; Speeches + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Evaluation; Curriculumevaluation; Evaluierung; Research; Curriculumreform; Forschung; History of education; Bildungsgeschichte; Educational theory; Theory of education; Bildungstheorie; Effectiveness; Effektivität; Wirkungsgrad; Sozioökonomischer Faktor
Abstract	Three papers address the question of why the field of curriculum alternates between periods of creative change and periods of relative inertia. Key historical influences are discussed and related to the present state of the field. Ralph W. Tyler's paper "What the curriculum field needs to learn from its history" deals with the cyclical behavior of criticism, reform, and retrenchment. He believes that a systematic historical study of curriculum leadership as shown in curriculum development would be beneficial. Arthur Wirth, in "What we can learn from a Deweyan perspective", discusses the conflict between a demand for technocratic efficiency and the need to consider democratic values concerning the quality of life. He points out how misinterpretations of Dewey have hindered access to the Deweyan tradition. "Learning from the curricular past", Leonard Berk's paper, uses a case history of Gary, Indiana schools from 1940-1968 to illustrate how the two opposing interpretations of curricular development, capricious and intractable, occur under various social and economic influences. He suggests that useful curriculum history requires an analysis of the interaction of leading ideas with school practice. (CK)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC