Curriculum*-in-the-Making

A Post-constructivist Perspective

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Adult & Continuing Education
Cover of the book Curriculum*-in-the-Making by Wolff-Michael Roth, Peter Lang
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Author: Wolff-Michael Roth ISBN: 9781454197065
Publisher: Peter Lang Publication: December 1, 2013
Imprint: Peter Lang Inc., International Academic Publishers Language: English
Author: Wolff-Michael Roth
ISBN: 9781454197065
Publisher: Peter Lang
Publication: December 1, 2013
Imprint: Peter Lang Inc., International Academic Publishers
Language: English

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.

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Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.

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