Description |
xvi, 215 pages, 2 unnumbered pages of plates : illustrations (some color) ; 24 cm |
Series |
Advances in contemporary educational thought series ; v. 9 |
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Advances in contemporary educational thought series ; v. 9
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Contents |
Descartes' and Newton's world views -- Curriculum carryovers -- Piaget and living systems -- Prigogine and chaotic order -- The cognitive revolution, Bruner, and a new epistemology -- Dewey, Whitehead, and process thought -- Constructing a curriculum matrix |
Summary |
In this book on the post-modern perspective on the curriculum, the author asserts that the post-modern model of organic change is not necessarily linear, uniform, measured and determined, but is one of emergence and growth, made possible by interaction, transaction, disequilibrium and consequent equilibrium. Transformation, not a set course, the book argues, should be the rule, and open-endedness is an essential feature of the post-modern framework |
Analysis |
Curriculum |
Bibliography |
Includes bibliographical references (pages 185-203) and index |
Subject |
Curriculum change.
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Education -- Curricula -- Philosophy.
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Education -- Philosophy.
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Author |
Columbia University. Teachers College.
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LC no. |
92035205 |
ISBN |
0807732176 (alk. paper) |
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