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"Schiro (Boston College) has written a text that examines curriculum theory for experience and pre-service educators with the purpose of understanding educational philosohpies or ideologies that they are likely to encounter in their teaching. "
—H.B. Arnold, CHOICE
"The book provides readers with a clear, sympathetic and unbiased understanding of the four conflicting visions of curriculum that will enable them to more productively interact with educators who might hold different beliefs. The book stimulates readers to better understand their own beliefs and also to provide them with an understanding of alternate ways of thinking about the fundamental goals of education"
“A much needed, insightful view of alternative curriculum orientations. This is an exceptionally written book that will be useful to teachers, curriculum workers, and school administrators.”
—Marc Mahlios, University of Kansas
“Curriculum Theory: Conflicting Visions and Enduring Concerns is a thought provoking text that invites self-analysis.”
—Lars J. Helgeson, University of North Dakota
Curriculum Theory: Conflicting Visions and Enduring Concerns presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. Author Michael Stephen Schiro analyzes four educational visions—Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction—to enable readers to reflect on their own educational beliefs and allow them to more productively interact with educators who might hold different beliefs.
This book is designed as a supplemental text for advanced undergraduate and graduate courses such as Curriculum Theory, Introduction to Curriculum and Instruction, Curriculum Philosophy, and Curriculum Theory and Practice in the department of education.
Talk to the author! email@example.com
To visit the author’s web site, please visit: http://www2.bc.edu/~schiro/sage.html.
The back of the book contains the following quotation: "A clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century..." It is all of this, and more!
(2) It adopts a 'historicist' approach to the presentation of its subject-matter, which means that the author defines and analyzes the various 'ideologies' in light of their contextual emergence and importance. This book is not simply presenting 'facts' for memorization; the positions 'live,' as it were, as historical realities!
(3) It provides the rigorous foundational knowledge needed in order for students to truly grasp the writings of contemporary philosophers of education and curriculum studies, e.g., when juxtaposing these 'ideologies' a student sees more clearly 'why' it is that proponents of the 'scholar academic ideology' are opposed to the 'child-centered ideology.' This allows the student to situate the views of Adler and Dewey within a legitimate historical context, which emerge as a product of a particular ideological world-view, of which education and curriculum are inextricably a part.
If you're a curriculum planner, evaluator, advocate, developer, or burgeoning theorist, you must have this book! “
1. Introduction to Curriculum Ideologies
Your Beliefs About Curriculum
The Curriculum Ideologies
The Nature of the Curriculum Ideologies
2. Scholar Academic Ideology
Scholar Academic Curricula
Curriculum and the Disciplines
The Academic Disciplines
3. Social Efficiency Ideology
A Scientific Technique of Curriculum Making
Programmed Curriculum and the Behavioral Engineer
4. Learner Centered Ideology
The Ideal School
The Growing Individual
The Learning Person
The Curriculum: Unit of Work Versus School Subject
5. Social Reconstruction Ideology
Sixth-Grade Social Reconstruction Mathematics
Society and Reconstruction
Reconstruction Through Education
6. A Comparative Overview of Curriculum Ideologies
7. Individual Perspectives on Curriculum Ideologies
Curriculum Life Histories
Can People Believe in More Than One Ideology?
Why Do Educators Change Ideologies?
Appendix: Curriculum Ideologies Inventory
About the Author