- Albert H. Shuster and Milton E. Ploghoft, The Emerging Elementary Curriculum (Columbus, Ohio: Charles E. Merrill, 1963), pp. 6–7.
- Harry Broudy, B. Othanel Smith, and Joe R. Burnett, Democracy and Excellence in American Secondary Education (Chicago: Rand-McNally, 1964), p. 9.
- J. Galen Saylor and William M. Alexander, Curriculum Planning (New York: Halt, Rinehart and Winston, 1960), p. 4.
- Hilda Taba, Curriculum Development: Theory and Practice (New York: Harcourt, Brace and World, 1962), pp. 9–14.
- B. Othanel Smith, William O. Stanely, and Harlan J. Shores, Fundamentals of Curriculum Development (New York: Harcourt, Brace and World, 1957).
- Ibid., pp. 229–423.
- Jerome Bruner, The Process of Education (Cambridge, Mass.: Harvard University Press, 1960), p. 33.
- See La Grone's discussion of Bruner's schema, op. cit.
- These terms are introduced only for communication purposes. I do not intend to use them as terms of my analysis.
- I am aware that neither would sophisticated behaviorists make the claim that the pigeon had learned to play the piano. Unfortunately, not all people who talk about learning are so sophisticated.
- Arthur Koestler, The Ghost in the Machine (New York: The Macmillan Co., 1968).
- Dewey's work, notably Essays in Experimental Logic and Logic: The Theory of Inquiry, is worth noting, because of Dewey's central commitment to the role of the problem as definer of content-learning.
- For example, the work of Jean Piaget and his associates in developmental psychology and that of comparative ethologists such as Konrad Lorenz.
Curriculum Theory Network
Volume 1, 1969 - Issue 2