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Contemplating Curriculum by Wanda Hurren,Erika Hasebe-Ludt Pdf
Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki’s invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.
Provoking Curriculum Encounters Across Educational Experience by Teresa Strong-Wilson,Christian Ehret,David Lewkowich,Sandra Chang-Kredl Pdf
This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an ‘encountering’ curriculum highlights the often overlooked, pre-conceptual aspects of the educational experience; these aspects include the physical, emotional, and spiritual dimensions of teaching and learning. The book highlights that immediate components of one’s encounters with education—across formal and informal settings—comprise a large part of the teaching and learning processes. Chapters offer both close readings of specific work from the curriculum theory archive, as well as engagements with cutting-edge conceptual issues across disciplinary lines, with contributions from leading and emerging scholars across the field of curriculum studies. This book will be of great interest to researchers, academics and post-graduate students in the fields of curriculum studies and curriculum theory.
The Concept of Care in Curriculum Studies by Jung-Hoon Jung Pdf
The question at the heart of the book is what might an education with self-care and care-for-others look like? Juxtaposing self-understanding through the method of currere and the historical character of hakbeolism (a concept indigenous to Korea referring to a kind of social status people achieve based on a shared academic background), this book articulates how subjective reconstruction of self in conjunction with historical study can be transformative, and how this can be extended to social change. Articulating how having one’s own standard can be a way of making one’s life a work of art, the author looks at how Korean schooling exercises coercive care, disconfirmation, and the "whip of love" for the children’s own good. Emphasis is given to the internalized status of these practices in both students and teachers and to teachers’ and parents’ culpability not only in exercising but also in reproducing these practices through themselves. Going beyond describing and analysing the educational problem of academic (intellectual) achievement-oriented education based on aggressive competition, this book suggests ways to address these issues through autobiography (using the method of currere to reconstruct one’s subjectivity) and an ethic of care.
Contemporary Daoism, Organic Relationality, and Curriculum of Integrative Creativity by Hongyu Wang Pdf
Creativity in the West is often perceived as “cutting edge” and “ground-breaking” in a singular act of giving birth to the new. However, to what degree has this model of breaking away from others and the world contributed to the current crisis in education, society, and ecology even before the tragic COVID-19 pandemic and responses to it? How can our reimagining of creativity contribute to the mutual flourishing of humanity and of relations between humans and the planet? Daoist creativity, based upon relationality and interdependence, has much to offer to today’s curriculum as a complicated conversation to sustain life and renew the world. Integrative, emergent, embodied, co-creative, and ecological, Daoist creativity has a built-in opening to difference through the organic relationality of Yin/Yang dynamics. This book focuses on one essential thread in Daoism—integrative creativity through organic relationality—and weaves its interplay with Western thought through multiple and intertwined dimensions of curriculum. Exploring Dao as dynamic and setting creative curriculum in motion, this book juxtaposes the notion of Wuwei and self-organization to conceptualize emergent classroom dynamics, and re-envisions the inner landscape of education through negotiating dialogues between the Jungian psyche and Daoist dynamics. Further, it explores gendered implications of Daoism to interact with feminism and formulates the pursuit of inner and outer peace through creative harmony to inform nonviolence curriculum. Synthesizing cross-cultural insights and wisdom, it provides an in-depth and intuitive understanding of the interactions between Daoist and Western creativity and elaborates a curriculum of integrative creativity for students, teachers, and their educational community. Let us all attend to the urgent call for individual and collective awakenings and for creativity that connects. Praise for Contemporary Daoism, Organic Relationality, and Curriculum of Integrative Creativity: "Hongyu Wang’s book on Daoism is a treasure. It is beautifully written and includes a diverse literature that demonstrates her impressive scholarship. She explores the relevance of Daoism’s ancient wisdom to many current issues including gender, nonviolence, peace education, as well as teaching and learning. This is an important addition to growing literature on Daoism. In a time of division we need Daoism’s cosmic perspective on how we can live peacefully and harmoniously on this earth." ~ Jack Miller The Ontario Institute for Studies in Education University of Toronto "One barrier to meaningful educational reform is our inability to imagine things differently. Wang’s study offers a set of lenses drawn from Chinese Daoism that could stimulate meaningful educational reform by envisioning a curriculum that moves beyond analytical reasoning toward more peaceful, humane, and ecologically sustainable ways of teaching, learning, and knowing. Along the way, Wang explores the links between Daoism and complexity theory and Daoism’s compatibilities and contrasts with aspects of Western philosophy, including recent scholarship on eco-feminism. Educators will be intrigued by this study of Daoism as a form of embodied curriculum that works toward the development of authentic personhood and transformative interconnectedness through an emphasis on lived experience in tandem with intellectual developmentand they will be inspired to examine and rethink their current practice." ~ Gay Garland Reed Professor Emerita, University of Hawaii "Honyu Wang’s book offers us a solution for nowadays crises like social and ecological ones, by pointing out that the integrative creativity and curriculum is the key...Her ideas are accessible and can enrich our perspective as educationists. The novelty and uniqueness of the book is that it makes a bridge between Western culture and East culture, between past and present and it is also a bridge from today to the future of the entire Earth." ~ Maria Butucea, Teacher Training Department, Technical University of Civil Engineering, Bucharest
The SAGE Handbook of Curriculum, Pedagogy and Assessment by Dominic Wyse,Louise Hayward,Jessica Pandya Pdf
The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.
Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School by N. Capon Pdf
Business and management education has an important impact on business practice throughout the world. To a very large extent, possession of the MBA degree is a passport into the upper reaches of management, and CEOs of many major corporations have earned an MBA. It is a reasonable inference that the education received by these leaders and managers during their MBA experience has an important impact on the way that businesses throughout the world are led and managed and that major corporate decisions are made. The heart of the MBA education is the curriculum, and curriculum design is perhaps the most important strategic function for a business school faculty to undertake. In order to understand the many issues concerning this contemporary curriculum review, this book examines three related contextual domains. First, it details the long-term growth of business and management education. Second, it examines the major theoretical and empirical literatures on organizational evolution and decision making, paying special attention to decision making in institutions of higher education. Finally, the book describes the previous major curriculum review at Columbia Business School in the late 1950s and the subsequent changes that formed the curriculum that was changed in 1992. This book demonstrates what can be achieved by an institution that sets high standards for its business education, and assists faculty and administrators in other schools of business and management as they contemplate revision of their curricula. In addition, it provides a prime example of curriculum design effort in one of the leading institutions worldwide. Finally, it will be of interest to scholars in several different fields, notably, higher education curriculum review, organizational decision making and long-run organizational evolution.
Creative Dimensions of Teaching and Learning in the 21st Century by Jill B. Cummings,Mary L. Blatherwick Pdf
In a rapidly changing world the importance of creativity is more apparent than ever. As a result, creativity is now essential in education. Creative Dimensions of Teaching and Learning in the 21st Century appeals to educators across disciplines teaching at every age level who are challenged daily to develop creative practices that promote innovation, critical thinking and problem solving. The thirty-five original chapters written by educators from different disciplines focus on theoretical and practical strategies for teaching creatively in contexts ranging from mathematics to music, art education to second language learning, aboriginal wisdom to technology and STEM. They explore and illustrate deep learning that is connected to issues vital in education – innovation, identity, engagement, relevance, interaction, collaboration, on-line learning, dynamic assessment, learner autonomy, sensory awareness, social justice, aesthetics, critical thinking, digital media, multi-modal literacy and more. The editors and authors share their passion for creativity, teaching, learning, curriculum, and teacher education in this collection that critically examines creative practices that are appearing in today’s public schools, post-secondary institutions and adult and community learning centres. Creativity is transforming education in the 21st century.
Provoking Curriculum Studies by Nicholas Ng-a-Fook,Awad Ibrahim,Giuliano Reis Pdf
Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.
Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: who should decide the curriculum, its aims and its values the extent to which issues in primary education swing back and forth Subjects versus thematic organisation, stages and phases, progression, breadth and balance prescription versus teacher autonomy the key features of effective classroom practice strategies for assessing the whole curriculum how language in the classroom influences curriculum design understanding curricula in the context of children’s social and personal circumstances creativity, curriculum and the classroom. Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.
Curriculum by Allan C. Ornstein,Francis P. Hunkins Pdf
"Curriculum: Foundations, Principles, and Issues, continues the tradition of this popular book by providing comprehensive treatment of the curriculum field: foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. Edited for a more concise presentation of material, it retains its solid coverage of the philosophical, historical, psychological, and social foundations of curriculum."--pub. desc.
Reconceptualizing Curriculum Development by James Henderson,and Colleagues Pdf
Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum—curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere—with John Dewey’s lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers’ personal journeys of understanding in a collegial study context. Applying William Pinar’s argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field’s current ‘post-reconceptualist’ moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.
Action Versus Contemplation by Jennifer Summit,Blakey Vermeule Pdf
“All of humanity’s problems stem from man’s inability to sit quietly in a room alone,” Blaise Pascal wrote in 1654. But then there’s Walt Whitman, in 1856: “Whoever you are, come forth! Or man or woman come forth! / You must not stay sleeping and dallying there in the house.” It is truly an ancient debate: Is it better to be active or contemplative? To do or to think? To make an impact, or to understand the world more deeply? Aristotle argued for contemplation as the highest state of human flourishing. But it was through action that his student Alexander the Great conquered the known world. Which should we aim at? Centuries later, this argument underlies a surprising number of the questions we face in contemporary life. Should students study the humanities, or train for a job? Should adults work for money or for meaning? And in tumultuous times, should any of us sit on the sidelines, pondering great books, or throw ourselves into protests and petition drives? With Action versus Contemplation, Jennifer Summit and Blakey Vermeule address the question in a refreshingly unexpected way: by refusing to take sides. Rather, they argue for a rethinking of the very opposition. The active and the contemplative can—and should—be vibrantly alive in each of us, fused rather than sundered. Writing in a personable, accessible style, Summit and Vermeule guide readers through the long history of this debate from Plato to Pixar, drawing compelling connections to the questions and problems of today. Rather than playing one against the other, they argue, we can discover how the two can nourish, invigorate, and give meaning to each other, as they have for the many writers, artists, and thinkers, past and present, whose examples give the book its rich, lively texture of interplay and reference. This is not a self-help book. It won’t give you instructions on how to live your life. Instead, it will do something better: it will remind you of the richness of a life that embraces action and contemplation, company and solitude, living in the moment and planning for the future. Which is better? Readers of this book will discover the answer: both.
