By Professor A Vic Kelly
` i take advantage of this ebook as a necessary path textual content for a module on curriculum conception. it's a superb textual content for the full path'
`Vic Kelly's writing is often concise and informative, but in addition every now and then hard'
`A such a lot accomplished textual content that takes the reader past content/balance concerns values, ideals and assumptions at the curriculum'
This publication has been usually revised and up-to-date because it used to be first released within the mid-1970s. A V Kelly's vintage paintings on curriculum makes a speciality of the philosophical and political dimensions of curriculum; and particularly at the implications for faculties and societies of varied varieties of curriculum.
The e-book outlines what shape a curriculum should still take whether it is involved to advertise a real type of schooling for a surely democratic society. the writer summarizes and explains the most facets of curriculum idea, and exhibits how those can and will be translated into perform, on the way to create an instructional and democratic curriculum for all faculties in any respect degrees.
The e-book additionally seeks to teach that the politicization of the varsity curriculum has resulted in the institution of regulations and practices which exhibit a failure to appreciate those rules of curriculum conception and perform. consequently, guidelines and practices were applied which fall wanting being enough for schooling in a democratic society.
In view of the speedy velocity of academic swap imposed by way of numerous governments over the past 35 years, it is a booklet that's extra correct than ever.
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Extra info for The Curriculum: Theory and Practice
It is that kind of debate Curriculum Studies endeavours to fuel. And it is that kind of debate whose importance this book is seeking to reaffirm and to which it is attempting to contribute. All that follows, therefore, should be seen by the reader as an attempt to provide him or her with the understanding and, particularly, the critical apparatus needed to engage in this kind of rigorous study of curricular practices, both as a sound underpinning for his or her own practice and as a firm basis for evaluating official policy, especially when this is being imposed by force of law, and making appropriately professional contributions to what must be a continuing professional debate.
Indeed, an important first step in any study of curriculum is the recognition that other dimensions exist. For it has too often been assumed, again notably by the architects of the National Curriculum for England and Wales, that to plan a curriculum is merely to outline the knowledge content to be ‘delivered’ and imbibed. Tyler’s four questions It has been suggested (Tyler, 1949) that the curriculum has to be seen as consisting of four elements, and curriculum planning, therefore, as having four dimensions: objectives, content or subject matter, methods or procedures and evaluation.
The political implications of this view of human knowledge are thus manifold and we must return to them later. Less understandably, this view has had, and continues to have, its attractions for some theorists of education. It is this kind of epistemological belief, for example, which underlies the claims of some philosophers of education for the inalienable right of certain subjects, those whose intellectual content is high, to be included in the curriculum. For example, Richard Peters’s ‘transcendental’ argument (1966) for the intrinsic value of certain kinds of human activity is in all major respects a reassertion of the rationalist arguments of Immanuel Kant.
The Curriculum: Theory and Practice by Professor A Vic Kelly