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CHAPTER 6
Validity
There is clarity in the exposition, definition, and presentation of the ideas. There is no apparent
internal contradiction, and ideas are consistent with what is known.
Serviceability
The aim of theory is to assist practice, so it should address the conditions of practice; it should be
realistic.
Power
The theory has promise for wide application in matters of practice and potential for prediction and
control in matters affecting curriculum work.
Morality
The theory is grounded in acceptable values upon which judgments issuing from its use would be
considered ethical and moral.
Figure 6.2 Considerations in Curriculum Theory
Making
Form of a Theory
The matter of format or how it is presented in writing.
• Is it a cogent, orderly, sequential set of ideas?
• Initial assessment of credibility; does it seem reasonable based on what is known?
Substance of a Theory
Addressing what the theory contains and if all the elements proposed hold together in a logical
way,
are complete in their illustrations, with special attention to whether
• Commonplaces are addressed appropriate to the theory.
• A plan of curriculum is provided so the purpose-to-practice sense of application can be
assessed.
• There is a logical explanation or argument in support of the idea.
• The power of the theory is suggested by the discussion of potential use and suggested results
the theory might produce in practice.
CURRICULUM THEORY
1. Progressives
• It was basically a conversation among college- and university-based professors writing
to convince one another and the general public about curriculum matters.
• Franklin Bobbitt represents the manner of thinking and theorizing among progressives
in these comments.
• The central theory [of curriculum] is simple. Human life, however varied, consists in the
performance of specific activities.
• These will show the abilities, attitudes, habits, appreciations and
forms of knowledge that men need.
• Progressive theory making was about proposals on how to meet those needs by
providing schooling for all people.
CURRICULUM THEORY
2. Adler
The essentials of Adler’s proposal are two:
1. American society must provide both a quality education for all and equal access to that education.
2. There should be one form of curriculum for all that prepares students for earning
a living, citizenship, and personal development.
3. Fine arts, history, mathematics, natural science, geography, and social studies.
4. All the subjects, mathematics and so forth, would be the curriculum for
the middle and high school.
5. The elementary curriculum would have the same subjects with the exception of substituting socials
studies for history and geography.
6. According to learner needs and limited vocational interests, physical exercise,
and what amounts to basic human skills like typing as preparation for work.
CURRICULUM THEORY
the focus of curriculum was the school and schooling. What schools should teach
would be determined by studying society, a process of analyzing life
• The preceding models share two common qualities: they offer practical applications
for doing curriculum work, and their formulation emerged from a research experience.
• This process continues through the creation and implementation of a curriculum of the
people that becomes the path to self awareness and empowerment.
CURRICULUM MODELS
The Spiral
The first set of critiques by Joseph Schwab, William Pinar, and William Wraga address the theory-practice
issue.
Curriculum Critique
Joseph Schwab
Curriculum Critique
Pinar
William Pinar’s (1975) critique of curriculum was one for reconceptualizing
curriculum theory. The thrust of Pinar’s view is that theorizing was
dominated by one
mode of thought, the social behaviorist school, and was in a condition of
conceptual
imperialism.
Curriculum Critique
Wraga
Wraga’s critique also highlights the lack of a standing practice-theory
inquiry tradition,
a long-standing lament in this discussion, a condition attributable to the
historical dominance
of theory rather than research and practice in curriculum inquiry.
Curriculum Critique
Ong
Oral and print cultures necessitate creating different ways to think in the particular tradition.
It is probable that new ways of thinking are emerging.
Curriculum Critique
Doing curriculum work necessitates understanding the kinds of tools curriculum workers use.
Curriculum tools have evolved as the discipline of curriculum has grown.
The set of tools includes theory, models, and critiques. Theory began in the initial formation
of curriculum with the early educational progressives who were looking for ways to
change the curriculum.
Curriculum theory is not like the scientific or other varieties of
theory. It has particular characteristics and a set of criteria with which to judge theory
work in curriculum. Models are available for planning, development, and just thinking
about curriculum work. Curriculum critiques are valuable discussions about curriculum
ideas, theory use, models, and work among all curriculum workers. These are basics in
the curriculum knowledge base, and knowing about these tools is an important part in
understanding curriculum practice.