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• Cover Page
• Title
• Copyright
• Brief Contents
• Detailed Contents
• Preface
• Acknowledgments
• Chapter 1: Introduction to the Curriculum Ideologies
• Your Beliefs About Curriculum
• The Curriculum Ideologies
• The Scholar Academic Ideology
• The Social Efficiency Ideology
• The Learner Centered Ideology
• The Social Reconstruction Ideology
• Historical Perspective on the Ideologies
• Curriculum Workers
• The Nature of the Curriculum Ideologies
• Chapter 2: Scholar Academic Ideology
• Scholar Academic Curricula
• UICSM and SMSG School Mathematics
• Man: A Course of Study
• Curriculum and the Disciplines
• Initiation Into the Disciplines
• Grounding Curriculum in a Discipline
• Drawing Upon the Discipline’s Knowledge
• Priorities
• Disciplines, Intellect, Knowledge: An Assumed Equivalence
• Education as an Extension of Disciplines, Intellect, Knowledge
• Disciplines, Intellect, Knowledge: Global Considerations
• Disciplines, Intellect, Knowledge: Local Considerations
• The Academic Disciplines
• The Discipline as a Community
• The Discipline as a Hierarchical Community
• The Learning ↔ Teaching Dynamic of the Discipline
• The Educative Process Within the Academic Community
• Curriculum Issues
• Classification and Selection of Disciplines
• Curriculum as a Reflection of the Discipline
• Curriculum Improvement
• Historical Context
• Aims
• Knowledge
• The Nature of Knowledge
• The Form of Knowledge
• The Origin of Curriculum Knowledge
• Knowledge and Objective Reality
• The Child
• The Child as Mind
• The Child as Memory and Reason
• The Incomplete Child
• Learning
• The Learning ↔ Teaching Dynamic
• Direction Within the Learning ↔ Teaching Dynamic
• Transmitting and Receiving Agents of the Learning ↔ Teaching Dynamic
• Learning Theory as Reflection of the Discipline
• Lack of Concern With Formal Learning Theory
• Many Theories of Learning
• Learning to Parallel Inquiry
• Readiness
• Teaching
• Teachers as Members of a Discipline
• Teachers as Transmitters, Mediators, or Translators
• Teaching Methods
• Evaluation
• Student Evaluation
• Curriculum Evaluation
• Concluding Perspective
• Chapter 3: Social Efficiency Ideology
• A Scientific Technique of Curriculum Making
• Programmed Curriculum and the Behavioral Engineer
• Programmed Curriculum
• Behavioral Engineering
• The Analogy
• Objectives and Standards
• Education
• Scientific Instrumentalism
• Social Orientation
• Society
• People in Society
• Educating People to Live in Society
• Education for a Better Society
• Objectives
• The Form of Objectives
• Gathering Terminal Objectives
• Acquiring Progressive Objectives
• Atomism
• Objective Reality
• Causality
• Ends, Means, and Instrumental Values
• Historical Context
• Social Reform
• Utilitarian Education
• Behavioral Psychology
• Scientific Methodology
• A Century of Forgetting
• Accountability Movement: From Educational to Administrative and Political Initiatives
• Aims
• Knowledge
• The Nature of Knowledge
• Knowledge and Objective Reality
• Learning
• A Behavioral Viewpoint
• Assumptions About Learning
• Readiness
• The Child
• Lack of Concern
• The Child as a Worker
• Individualized Programmed Instruction
• Teaching
• Role of the Teacher
• Consequences
• Evaluation
• Reasons for Evaluation
• The Nature of Evaluation
• Objectivity and Atomization
• Appropriateness of Evaluation
• Concluding Perspective
• Chapter 4: Learner Centered Ideology
• Ideal Schools
• Ideal Schools for All Learners
• A Learner Centered Curriculum
• The Ideal School
• The Learner-Centered School
• The Activity School
• The Organic School
• The Integrated School
• Learners
• The Learner as Central Focus
• The Nature of the Learner
• The Growing Individual
• The Learner in the Present Tense
• Learning
• Developmental Viewpoint
• Learning Theory
• Learning Leads to Knowledge
• Teaching and Learning in Instructional Environments
• The Person in an Environment
• The Learning Environment
• Structure of the Learning Environment
• Teaching
• Freedom, Individualism, and Shared Responsibility
• The Curriculum: Unit of Work Versus School Subject
• Scope
• Sequence
• Flexibility
• Concern for the Whole Person
• Movement From the Concrete to the Abstract
• Responsibility
• Historical Context
• Aims
• The Child
• The Child as an Integrated Person
• The Child as a Meaning-Making Organism
• The Child’s Subjective Being
• Learning
• Learning as Natural
• The Mechanics of Learning
• Stages of Learning
• Teaching
• The Teacher as Diagnostician
• The Teacher as Provider of the Environment for Learning
• The Teacher as Facilitator of Learning
• Characteristics of the Teacher
• Knowledge
• Personal Meaning and Knowledge Construction
• Knowledge and Experience
• Knowledge as a Derivative Concept
• Knowledge and Reality
• Evaluation
• Assessment for Growth
• Standardized Objective Testing
• Grading
• Student Evaluation
• Curriculum Evaluation
• Concluding Perspective
• Chapter 5: Social Reconstruction Ideology
• Highlander
• Sixth-Grade Social Reconstruction Mathematics
• Projects
• Instructional Procedures
• Start Where Students Are
• Personal Experience
• Intense Discussion
• Follow-Up
• Vision and Social Action
• Academics
• Society and Reconstruction
• Social Perspective
• Deep Social Structures
• The Individual in Society
• Society, Change, and Crisis
• Reconstruction and Vision
• Social Dynamics
• Reconstruction Through Education
• The School as the Institution of Change
• Education as a Social Process
• Educational Methods: Group Discussion and Experience
• Education and Language
• Education and Social Change
• Civic Responsibility
• Education and Politics
• Education and Socialization
• Historical Context
• Aims
• The Child
• Children as Social Agents
• Children as Meaning Makers
• Children in Society
• Learning
• Meaning Making
• Meaning Structure
• The Nature of Learning
• Teaching
• The Discussion Method
• The Experience Method
• The Teacher as Colleague
• Characteristics of Teaching
• Characteristics of Teachers
• Knowledge
• The Social Construction of Knowledge
• Knowledge and Value
• Knowledge and Reality
• The Creation of Knowledge
• Characteristics of Knowledge
• Evaluation
• Student and Curriculum Evaluation
• Perspective on Increased Student Testing
• Concluding Perspective
• Chapter 6: A Comparative Overview of the Curriculum Ideologies
• Comparative Summary
• Aims Play
• Aims Comparison
• Knowledge Play
• Knowledge Comparison
• Learning Play
• Learning Comparison
• The Child Play
• The Child Comparison
• Teaching Play
• Teaching Comparison
• Evaluation Play
• Evaluation Comparison
• Other Parameters
• Freedom
• Time
• Social Improvement
• Multicultural Education
• Teacher Education
• Concluding Perspective
• Chapter 7: Individual Perspectives on the Curriculum Ideologies
• Curriculum Life Histories
• Can People Believe in More Than One Ideology?
• More Than One Ideology
• Posture Toward Different Ideologies
• Why Do Educators Change Ideologies?
• Concluding Perspective
• Appendix: Curriculum Ideologies Inventory
• References
• Index
• About the Author