Curriculum in Abundance (Studies in Curriculum Theory) by David W. Jardine, Sharon Friesen, Patricia Clifford

By David W. Jardine, Sharon Friesen, Patricia Clifford

During this textual content Jardine, Clifford, and Friesen set forth their proposal of curriculum as abundance and illustrate its pedagogical functions via particular examples of school room practices, the paintings of particular youngsters, and particular dilemmas, photos, and curricular practices that come up in concrete school room occasions. The distinctive school room examples and cautious philosophical explorations illustrate the variation it makes in academic idea and school room perform to consider the curriculum issues entrusted to lecturers and scholars in colleges as plentiful. The imperative notion is that viewing what's to be had to lecturers and scholars in school rooms as plentiful, instead of scarce, makes to be had the unseen histories, language, photos, and concepts in daily lecture room life–makes it attainable to wreck open the flat, literal “ordinariness” of school room occasions, makes their advanced and contested meanings obvious, comprehensible, and pedagogically worthy. figuring out the disciplines entrusted to colleges (such as arithmetic, writing, analyzing) as residing inheritances, no longer as inert, complete, static, manipulable gadgets, implies that the paintings of the school room calls for entering into at the actual, dwelling conversations that represent those disciplines as they really functionality within the school room. This view of curriculum as abundance has a profound influence on school room perform. Curriculum in Abundance addresses curriculum and instructing subject matters comparable to arithmetic, technological know-how, environmental schooling, social reports, language arts, and the humanities curriculum; matters that come up from inviting student-teachers and working towards lecturers into the belief of curriculum of abundance; the problem of knowledge and communications applied sciences within the lecture room; and the philosophical underpinnings of constructivism and the dilemmas it poses to considering curriculum in abundance. the entire chapters offer pictures of the way to behavior interpretive examine within the school room. This seriously very important textual content for undergraduate and master’s-level classes on curriculum equipment, curriculum concept, instructor study, and philosophy of schooling speaks eloquently to scholars, lecturers, instructor educators, and researchers around the box of schooling.

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3. From hermeneutics, especially the work of Hans-Georg Gadamer (1989), we have learned that the living traditions of the human inheritance (writing, reading, chemistry, literature, geometry, language, biology, cultures and their long and contested histories and geographies) are characterized, not as inert, finished, bounded, isolated, commodified, and manageable objects, but as living, contested, still-ongoing human projects. INTRODUCTION 9 Such matters are not objects we produce and consume, but are inheritances to which we belong and in which we have been raised and in light of which our schools have some intergenerational, not especially uncontested purpose and desire.

We decided to begin by tiling the surfaces of regular solids known as Platonic solids: tetrahedron, icosahedron, dodecahedron, octahedron, and cube with the various symmetrical designs that we had constructed. What better place to try out our emerging understandings than on such perfectly symmetrical solids. Each of our geometric models began as a flat design. We not only had to determine the shapes of the sides we needed to construct in order to create the transition from the two-dimensional net to the three-dimensional solid, we also needed to figure out how to place our designs on the two-dimensional plane so they it would be perfectly symmetrical in three dimensions.

So, we search for that tenuous balance, one deep in the heart of our very mortality—to say what we have seen, to think and speculate and soar, and to live well with the obligations that education puts us under, with this student, here, now, Anh Linh and her shapes. THE STORY BEGINS WITH ANH LINH AT WORK “It’s a poor sort of memory that only works backwards,” the Queen remarked. (Lewis Carroll, Through the Looking-Glass) She sits at the end of one of the tables in our classroom. Her long dark hair falls onto her paper as she methodically calculates then meticulously measures each new line.

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