Rent 9780415804110 | What Is Curriculum Theory? | Pinar; William F. @knetbooks.com

Summary Table of Contents Author Biography

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort #xE2;#xAC;#x1C; inspired by theory in the humanities, arts and interpretive social sciences #xE2;#xAC;#x1C; to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar#xE2;#xAC;"s formulation of allegories-of-the-present#xE2;#xAC;#x1D; a concept in which subjectivity, history, and society become articulated through the teacher#xE2;#xAC;"s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

Preface	p. xi
Acknowledgments	p. xix
List of Abbreviations	p. xxi
Introduction	p. 1
The Problem That Is the Present	p. 13
School Deform	p. 15
The Race to Nowhere	p. 15
The Less You Know	p. 20
"Untimely" Concepts	p. 29
Too Little Intellect in Matters of Soul	p. 33
The School as a Busin... MOREess	p. 36
The Figure of the Schoolteacher	p. 39
From Autobiography to Allegory	p. 43
To Run the Course: Currere	p. 43
Allegories-of-the-Present	p. 49
Allegory as Montage	p. 56
Why Weimar?	p. 62
The Regressive Moment: The Past in the Present	p. 67
The Defeat of Democracy	p. 69
The Terrible Question	p. 69
States of Emergency	p. 72
The "Highly Fissured" Republic	p. 76
The Regimented Mass	p. 79
Art as Allegory	p. 83
Economic Crisis	p. 87
The Great Age of Educational Reform	p. 91
Correctional Education	p. 95
Mortal Educational Combat	p. 102
Gracious Submission	p. 102
The Racial Politics of Curriculum Reform	p. 109
Students and the Civil Rights Movement	p. 114
Freedom Schools	p. 120
The Gender Politics of Curriculum Reform	p. 124
The Progressive Moment: The Future in the Present	p. 133
The Dissolution of Subjectivity in Cyberculture	p. 135
Dream, Thought, Fantasy	p. 135
"Let Them Eat Data"	p. 140
The Death of the Subject?	p. 143
Avatars	p. 147
Breaking News	p. 152
Intimacy and Abjection	p. 156
The Future in the Past	p. 162
The Technology of Cultural Crisis	p. 162
The Degradation of the Present	p. 166
A Philosophy of Technology	p. 170
Technology and Soul	p. 173
The Analytic Moment: Understanding the Present	p. 179
Anti-Intellectualism and Complicated Conversation	p. 181
Anti-Intellectualism	p. 181
An Unrehearsed Intellectual Adventure	p. 188
Curriculum as Complicated Conversation Is Not (Only) Classroom Discourse	p. 193
Is it Too Late?	p. 198
The Synthetical Moment: Reactivating the Past, Understanding the Present, Finding the Future	p. 205
Subjective and Social Reconstruction	p. 207
A Struggle within Each Person	p. 207
Reactivating the Past	p. 212
Understanding the Present	p. 218
Finding the Future	p. 226
References	p. 239
Index	p. 259
Table of Contents provided by Ingram. All Rights Reserved.

William F. Pinar is Professor and Canada Research Chair at the University of British Columbia, Vancouver, Canada.

RENT TEXTBOOKS

What Is Curriculum Theory?

Why Rent from Knetbooks?

Top 5 reasons to order all your textbooks from Knetbooks: