The main hypothesis here is that the notion of economic and social development has been misconceived by most stakeholders in matters of development. This misconception is the main cause of underdevelopment in Kenya, which leads to all the reasons most authors and commentators have given to explain Kenya's situation. Therefore, it is only possible…

Reviews the article, "Can Mathematics Education and History of Mathematics Coexist?" (M.N. Fried) which appeared in "Science and Education". Challenges Fried's assertion that combining history of mathematics with mathematics education is inherently difficult. The assertion is considered flawed in terms of both its view of history and a limited…

How do people face the persistent movement in the present historical moment toward Empire and the curriculum of Empire? Hardt & Negri define Empire as the political subject that effectively regulates global exchanges, the sovereign power that governs the world. As Empire develops out goes national sovereignty, in comes supranational governance,…

Problems surrounding curriculum and curriculum theories are analyzed from two different viewpoints: (1) the search for the identity of curriculum; and (2) the relationship between curriculum theory and practice. The present complexity and paradoxes to be found in curriculum are discussed. (CJ)

Examines the evidence proffered by Arrhenius, van't Hoff, and Ostwald in favor of the theory of electrolytic dissociation and outlines objections raised by Armstrong, Fitzgerald, and Pickering. Discusses the implication of the controversy revolving around the nature of chemistry in relation to the teaching and learning of chemistry. (KHR)

Explores some current concepts of curriculum integration, and proposes some alternatives to the conceptual violence often done in the name of curriculum integration. What is lost in many efforts in curriculum integration is the "topography" of any particular thing. Curriculum integration should rely on relationships that already exist and not…

Five principles for curriculum development are need for conceptual framework; attitudes and beliefs about learning; epistemological rationale; macro- and micro-level curriculum development and planning; and awareness of political realities. (SK)

During the 1960s and early 1970s two educational movements were the evolution of the middle school and the structures of disciplines approach to social studies. These movements involved school organization, curriculum development, and methodologies incorporating the inquiry or conceptual approach. Learners had trouble with the conceptual approach,…

This document suggests how social studies classroom teachers on the high school level can use a concept approach to structure global studies programs. Global studies is interpreted to include a focus on the individual's search for meaning in various cultures as well as the more traditional study of world cultures. A major objective of the approach…

This article introduces a series of papers that explain and illustrate how a higher order thinking curriculum can be designed for a full spectrum of students, including students with learning disabilities. The article discusses an approach in which concepts, rules, and strategies are taught by organizing content around the process of noting…

This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely-accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the…

Discusses three articles by Vincent Lanier, E. Louis Lankford, and Kenneth M. Lansing pertaining to Discipline Based Art Education that appeared in a previous issue of this journal. Points out the positive aspects and shortcomings of each. (AEM)

Without opportunities to acquire multiple forms of literacy, children will be handicapped in their ability to participate in the legacies of their culture. The forms in which thinking occurs should not be subjected to the status differences and inequities of society. (MLW)

Describes a framework for examining mathematical discourse and shows how to apply this framework to appreciate the complex relationship between discourse and understanding in mathematics. Focuses on the role of discourse and the different types that emerge as students solve a particular task. (KHR)

A review of recent curricular research presents studies in the areas of: (1) psychological and epistemological foundations; (2) new developments (content of instruction, cognitive processing, and methodological re-direction); and (3) exemplary research programs on teacher behavior, pupils' prior conceptions in learning, and probelm solving. (CJ)