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ePub A Post-Modern Perspective on Curriculum download

by Jr. William E. Doll

ePub A Post-Modern Perspective on Curriculum download
Author:
Jr. William E. Doll
ISBN13:
978-0807734476
ISBN:
0807734470
Language:
Publisher:
Teachers College Press; 1st edition (1993)
Category:
Subcategory:
Schools & Teaching
ePub file:
1242 kb
Fb2 file:
1806 kb
Other formats:
doc docx lrf rtf
Rating:
4.4
Votes:
179

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.

Doll draws relationships among the ideas advanced in chaos theory, Piagetian epistemology, cognitive theory, and the work of Dewey and Whitehead. 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. The curriculum is not the race course, but the journey itself; metaphors can be more useful than logic in generating dialogue in the community; and educative purpose, planning and evaluation is flexible and focused on process, not product.

  • I first found this book when I was a graduate intern in teaching at UC Berkeley. In my opinion, this book is a milestone. In my almost 50 years of teaching.at high school, university, and graduate student levels, I have never found as many excellent, provocative ideas to guide my teaching and curriculum work. I could not recommend it more highly.

  • I have to admit I found this book very interesting. At first I thought the ideas in it were kind of weird. Yet upon reflection it seems what William Doll has written has quite a bit a validity and merit.

    Now I had to read this for my Master's. For me to say I enjoyed it when I HAD to read it is saying something. With that said, you can see I am the first person to actually review the book. It probably will never have a general audience to read it, nor will it be sold in convenience stores. Yet if you teach, you might find it of interest and worth the trip to the Amazon.com store.

  • Much of modern educational practices started with this book. And yet I had never heard of it until recently! It explained so much of what my professors had been teaching us.

  • There once was a man named Descartes
    Who along with Newton had real smarts
    He created a linear world view
    Which education it did screw
    'Tis time to study the whole, not parts.