Curriculum knowledge cannot be legitimized until its method of construction is examined. Dominant curriculum theories, those that are well established by tradition, usually provide research results reflecting a deterministic or imposed reality. The basic premise of this paper is that curriculum theorizing has, for the most part, been a utilitarian…

The focus of this document is upon zetetics, the science of research and artistic activity, and its role: to study the origin, growth, and transitions of human knowledge as a whole. The choice and allocation of subject matter within the curriculum is one of the central domains of expertise required of the general curriculum specialist. No matter…

Argues that verbal and non-verbal cues initiated by science teachers affect students' willingness to explore their own ideas. States that changes in such teacher behaviors are necessary before the conceptual changes sought in science education can occur. (AEM)

This paper explores the idea that two important elements are represented within the personality of the most effective principals: the heart of a patriot and the mind of a saboteur. Notions about these sources of principal power are explored from the perspective of the patriot saboteur, by which is meant a combination of a passionate commitment to…

Discusses the French educational reforms between 1969 and 1985, examining their effects on the teaching of history and geography, which are mandatory throughout pre-university education. Writing for elementary school teachers, Marbeau considers the construction of knowledge in children aged 6 to 11, in history, geography, and the social sciences.…

Over 75 years ago, a British report on education commented on the confusion of aims in English language teaching, citing the quality of teaching, unsuitable textbooks, and lack of a coherent sense of purpose. Experience has shown that undergraduate linguistics has not come far since then. In the experimental, interdisciplinary program at the State…

Examines alternatives to the technical orientation of the Ralph Tyler rationale of curriculum planning. Emphasizes the fact that the language and processes of curriculum planning are embedded in metaphysical, philosophical, and moral concerns. Advocates using religious metaphors in models of curriculum planning and discusses how planners' values…

Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)

This paper reviews and uses current research to present guidelines for curriculum development and delivery. The presenters demonstrate why manipulatives, laboratories and other "hands on" approaches are not appropriate introductory learning tools for adults. They argue that laboratory and similar strategies are the tools of an…

Education in America is facing a postindustrial crisis of legitimacy brought on by the cultural contradictions of advanced American capitalism. The theorist and social critic, D. Bell, describes the most significant feature of postindustrial society as "the disjunction of realms." This concept describes the progressive division of labor…

Advances in cognitive science have greatly increased our knowledge of how the human mind stores and uses information. That knowledge can be used to decompose curricular objectives so as to increase the specificity of instruction to a level of precision that should greatly enhance student writing. This article identifies some major types of…

Comments on the future of whole language, predicting that the movement will continue to expand with an increased understanding of the role that language plays in learning, a growing respect for alternate ways of knowing, and a renewed interest in curriculum. (BB)