Week 5, and we’ve been asked to put together a piece which features multiple genres and multiple media, with which I’ve taken a few liberties. The end result was a video, which was well-received, but one much respected critic commented that it included a video clip that was both too long and detracted from my writing… … Continue reading
Dewey, J. (1938). Experience and Education, pp. 17–23, 25–31. New York, NY: Touchstone. Traditional vs. Progressive Education “Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either-Ors, between which it recognizes no intermediate possibilities.” (p.17) Dewey’s opening statement may fit well for belief, for systems … Continue reading
Dewey, J. (1897). My pedagogic creed. School journal, 54(3), 77–80. ARTICLE ONE. WHAT EDUCATION IS “I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual’s powers, saturating his consciousness, forming his habits, training … Continue reading
Kliebard, H. (2004). The struggle for the American curriculum. Ch. 7–8, pp. 151–200. New York, NY: RoutledgeFalmer. The crisis of the Great Depression, with mass school closures and laying-off of teachers, brought a renewed interest in using education to reform society. Kliebard’s seventh chapter described how, the social meliorist position of blending social efficiency with … Continue reading
Kliebard, H. (2004). The struggle for the American curriculum. Ch. 5–6, pp. 105–150. New York, NY: RoutledgeFalmer. Chapters 5 and 6. Kliebard’s fifth chapter discussed changes in schooling that resulted from the social efficiency movement. The turnaround of one of the key members of The Committee of Ten, who had earlier rejected ideas of ability … Continue reading
Kliebard, H. (2004). The struggle for the American curriculum. Ch. 3–4, pp. 51–104. New York, NY: RoutledgeFalmer. John Dewey’s ideas about education… The Univ. of Chicago, Laboratory School (The Dewey School) opened in 1896. No fully worked out curriculum. Kliebard noted that subjects were described by Albion Small, Head Professor of Social Studies as ”an unorganized … Continue reading
Kliebard, H. (2004). The struggle for the American curriculum. Ch. 1–2, pp. 1–50. New York, NY: RoutledgeFalmer. Kliebard described changes in the perception and the reality of society and the school at the close of the nineteenth century. Kliebard argues that, in the public’s view, changes that had begun earlier in the century, such as the … Continue reading
Kliebard, H., Hawkins, T., Diamonti, M., Tyler, R., Franklin, B., & Bauer, N. (1977). [Curriculum theory: Give me a “for instance”]: Discussion. Curriculum inquiry, 6(4), 277–282. Why does curriculum have to be an applied field of philosophy? Agreed. Parent v. foundation. Foundation grows to become a parent? Hawkins & Diamonti: Curriculum is purely applied theory? … Continue reading
Diamonti, M. (1977). Yes, we have no curriculum theory: Response to Herbert Kliebard. Curriculum inquiry, 6(4), 269–276. My scrapbook notes… Kliebard discussed there being a dichotomy of a theorist or a practitioner? Really? Why can’t someone be both? [T]he origins of curriculum as a field of study can be traced to the borrowing of assumptions … Continue reading
Talk Curriculum 