Curriculum*-in-the-Making
A Post-constructivist Perspective
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Adult & Continuing Education
| Author: | Wolff-Michael Roth | ISBN: | 9781454197065 |
| Publisher: | Peter Lang | Publication: | December 1, 2013 |
| Imprint: | Peter Lang Inc., International Academic Publishers | Language: | English |
| Author: | Wolff-Michael Roth |
| ISBN: | 9781454197065 |
| Publisher: | Peter Lang |
| Publication: | December 1, 2013 |
| Imprint: | Peter Lang Inc., International Academic Publishers |
| Language: | English |
Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.
Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.
