A Post-Modern Perspective on Curriculum book. Doll draws relationships among the ideas advanced in chaos theory, Piagetian epistemology, cognitive theory, and the work of Dewey and Whitehead.

A Post-Modern Perspective on Curriculum book.

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.

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. In the book, the author envisages a curriculum in which the teacher's role is not causal, but transformative.

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.

William "Bill" Elder Doll Jr. (January 29, 1931 – December 27, 2017) was an American educator, author and curriculum theorist. Doll's scholarly study started in progressivism, moved to Piaget, and gradually shifted to postmodernism, chaos theory and complexity and their implications for school curriculum. Doll is among the first group of scholars who introduced complexity thinking to education in the 1980s.

Doll’s purpose in writing this book is not to provide a foundation for post- modern curricular approaches or a how-to book on developing curriculum from a post-modern philosophical base, but rather to provoke thought and generate concerns about existing curricular practices and assumptions. In Doll’s words, I am setting forth these contemporary movements to help us, as individuals caught between paradigms, develop a new paradigmatic frame (p. 62).

A Post-Modern Perspective on Curriculum. William E. Doll - 2008 - Educational Philosophy and Theory 40 (1):190–212. Similar books and articles. Thinking About Learning in Apocalyptic Times. Georgina Stewart - 2018 - Educational Philosophy and Theory 50 (14):1563-1564. Article · May 2009 with 41 Reads. 3rd e. New York: Longman. How we measure 'reads'. Curriculum development in the postmodern era. Jan 1998. Slattery, P. 1998, 2006.

William Elder Doll, American educator. Member Fulton Board Education, 1983-1985. Grantee State University of New York, 1979, 8. Member American Ednl. Studies Association, Association Supervision and Curriculum Development, John Dewey Society, Philosophy of Education Society, Society professors Curriculum, Society professors Education. 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 on. More). 72. 16. View PDF. Cite.