References
- Albert Einstein , Out of My Later Years ( New York : Philosophical Library , 1950 ), p. 28 .
- Werner Heisenberg , Physics and Philosophy ( New York : Harper Torchbooks , 1958 ), p. 125 .
- Hans Gadamer , Truth and Method ( New York : Seabury Press , 1975 ), p. 259 .
- Paul Freire , Pedagogy of the Oppressed ( New York : Seabury Press , 1970 ).
- Heisenberg , Physics and Philosophy , p. 81 .
- Gerald Ponder , “Ways of Knowing,” Kappa Delta Pi Record 22 (Winter, 1986 ): 34 .
- Michael Apple , “Commonsense Categories and Curriculum Thought,” in Schools in Search of Meaning , eds. James Macdonald and Esther Zaret ( Washington , D.C. : Association for Supervision and Curriculum Development , 1975 ), p. 121 .
- Maxine Greene , Teacher as Stranger ( Belmont , Calif. : Wadsworth , 1973 ), p. 6 .
- Jack Culbertson , “Three Epistemologies and the Study of Educational Administration,” UCLA Review 22 ( Winter 1981 ): 3 .
- Mauritz Johnson , “Definitions and Models in Curriculum Theory,” Educational Theory 17 ( April 1967 ): 2 . Johnson brilliantly establishes the thesis that Western thought seems to encourage a pragmatic approach toward almost every activity. Curriculum theorists are part of this thought and tend to reject philosophy and approach each task without concern for keeping their beliefs and practices consistent and harmonious. The importance of values in curriculum theory can be demonstrated by value words such as goals, objectives, adequate, greatest importance, and priorities.
- That curriculum theorizing is fundamentally an activity in expressing value theories and making value judgments has been well documented. See, e.g., Apple, “ Commonsense Categories ”; John Dewey, “The Continuum of Ends-Means,” in John Dewey on Education: Selected Writings, ed. Reginald Archambault (New York: Modern Library, 1964), pp. 97–107; Elliot Eisner, The Educational Imagination (New York: Macmillan, 1985); Henry Giroux, “Hegemony, Resistance, and the Paradox of Educational Reform,” in Curriculum and Instruction, eds. Henry Giroux, Anthony Penna, and William Pinar (Berkeley, Calif.: McCutchan, 1981), pp. 400–431; Dwayne Huebner, “Curricular Language and Classroom Meaning,” in Language and Meaning, eds. James Macdonald and Robert Leeper (Washington, D.C.: Association for Supervision and Curriculum Development, 1966), pp. 8–26; Herbert Kliebard, “Persistent Curriculum Issues in Historical Perspective,” in Curriculum Theorizing: The Reconceptualists, ed. William Pinar (Berkeley, Calif.: McCutchan, 1975), pp. 39–50; James Macdonald, “Values, Bases and Issues for Curriculum,” in Curriculum Theory, eds. Alex Molnar and John Zahorick (Washington, D.C.: Association for Supervision and Curriculum Development, 1977), pp. 10–15; William Pinar, “The Reconceptualization of Curriculum Studies,” in Curriculum and Instruction, ed. Henry Giroux, Anthony Penna, and William Pinar (Berkeley, Calif.: McCutchan, 1980), pp. 87–97; and Robert Ubbelodhe, “Axiological Analysis and Curriculum Theorizing,” Doctoral dissertation, University of Wisconsin, Milwaukee, 1972.
- James Macdonald , “The Quality of Everyday Life in Schools,” in Schools in Search of Meaning , eds. James Macdonald and Esther Zaret ( Washington , D.C. : Association for Supervision and Curriculum Development , 1975 ), pp. 78 – 94
- Janet Miller , “Curriculum Theory: A Recent History,” Journal of Curriculum Theorizing 11 ( Winter 1979 ): 28 – 43
- Macdonald , “ Values, Bases and Issues ,” p. 21 .
- Francine Shaw , “Congruence,” in Curriculum Theorizing: The Reconceptualists , ed. William Pinar ( Berkeley , Calif. : McCutchan , 1975 ) pp. 445 – 452 Shaw defines congruence as organic harmony between one's authentic self and one's lifework. See also, David Aspy and Flora Roebuck, Kids Don't Learn from People They Don't Like (Amherst, Mass.: Human Resources Development Press, 1977). They define congruence as the degree to which an individual's words and actions accurately reflect her or his own feelings and attitudes.
- John Marshall , The Teacher and His Philosophy ( Lincoln , Nebraska : Professional Educators Publication , 1973 ).
- Abraham Kaplan , The Conduct of Inquiry ( San Francisco : Chandler , 1964 ).
- Michael Apple , Ideology and Curriculum ( London : Routledge and Kegan Paul , 1979 ).
- Arthur Costa , “Reaction to Hunter's ‘Knowing, Teaching, and Supervising,’” in Using What We Know About Teaching , ed. Philip Hosford ( Washington , D.C. : Association for Supervision and Curriculum Development , 1984 ), pp. 196 – 203
- For a further discussion of this perspective of curriculum, see, Franklin Bobitt , The Curriculum ( New York : Arno Press , 1971 ); W.W. Charters, Curriculum Construction (New York: Macmillan, 1923); B. Othanel Smith, William Stanley, and J. Harlan Shores, Fundamentals of Curriculum Development (New York: Harcourt, Brace and World, 1957); Ralph Tyler, Basic Principles of Curriculum and Instruction (Chicago: University of Chicago Press, 1974).
- For an explication of this notion of curriculum, see, Apple, “ Commonsense Categories ,” pp. 116 – 150 Eisner, Educational Imagination, Giroux, “Hegemony,” pp. 400–431; Kliebard, “Persistent Curriculum Issues,” pp. 51–69; Macdonald “Values, Bases and Issues,” pp. 10–21; William Pinar, ed., Curriculum Theorizing: The Reconceptualists (Berkeley, Calif.: McCutchan, 1975).
- For futher in-depth discussion of this perspective, see, Russell Dobson , Judith Dobson and Randall Koetting , Looking at, Talking about, and Living with Children ( Lanham , Maryland : University Press of America , 1985 ).
- Arthur Foshay , “ A Humanistic Approach to Curriclum Theory ” (Paper delivered at University of Birmingham, England, 1986 ).
- Arthur Combs , “Why the Humanistic Movement Needs a Perceptual Psychology,” Journal of the Association for the Study of Perception 9 ( April 1974 ): 13 – 19
- James Macdonald , “Looking Toward the Future,” (Paper presented at the Society for Professors of Curriculum, Houston, 1983 ) p. 10 .
- Huebner , “ Curricular Language ,” p. 9 .
- Technical reports by curriculum professionals tend to fix objects (humans in their environment). See, Arnold Wesker , Words as Definitions of Experience ( London , England ): The Writers and Publishers Cooperative , 1976 ). He suggests that language is not passive, not neutral, not something we can ever take for granted. Either we use language justly or we will be badly used by it.
- Apple , “ Commonsense Categories ,” p. 129 .
- Huebner , “ Curricular Language ,” p. 12 . He suggests that “the curricular worker is immediately locked into a language system which determines his questions as well as his answers. To break from this framework the language of learning and purpose must be cast aside and new questions asked. To do this the curricular worker must confront his reality directly, not through the cognitive spectacles of a particular language system.”
- James Macdonald , “Language, Meaning and Motivation,” in Language and Meaning , eds., James Macdonald and Robert Leeper ( Washington , D.C. : Association for Supervision and Curricular Development , 1966 ), p. 5 .
- Apple , “ Commonsense Categories ,” p. 127 .
- Daniel Tranel , “A Lesson from,” Personnel and Guidance Journal 59 ( March 1981 ): 4125 . Tranel supports Apple's contention about educators' unwillingness to deal with ambiguity when he states: “The cause and effect model was first discredited in physics by Heisenberg's conception in 1927 of the uncertainty principle. If therefore, this model is inapplicable in the world of material substances, it is all the more inappropriate and misleading in the unique world of the individual, where measurement and predictability are inherently precluded.”
- Huebner , “ Curricular Language. ”
- Among the sources focusing on aesthetic and ethical value systems are the works of Louise Berman, New Priorities in the Curriculum ( Columbus : Charles E. Merrill , 1968 ); Russell Dobson and Judith Dobson, Humaneness in Schools: A Neglected Force (Dubuque, Iowa: Kendall/Hunt, 1976); George Leonard, The Transformation (New York: Delacorte, 1972); James Macdonald, “A Curriculum Rationale,” in Contemporary Thoughts on Public School Curriculum, eds. Edmund Short and George Marconnit (Dubuque, Iowa: William C. Brown, 1968), pp. 37–41.
- Foshay , “ A Humanistic Approach ,” p. 1 .