NotesFAQContact Us
Search Tips
ERIC Number: ED071193
Record Type: RIE
Publication Date: 1972-Dec
Pages: 47
Abstractor: N/A
A Curriculum Manifesto. Curriculum Bulletin. Volume 26, Number 314.
Frymier, Jack R.
Education should help people learn to use past experiences as a basis for acquiring new meanings, which frees individuals from what restricts and what enslaves. However, the curriculum has become a program for social purposes and the school an instrument of social control when, in reality, what is needed is persuasion (not coercion) and discussion (not demands.) Curriculum should be regarded as spatial realities in process over time -- actors, artifacts, and operations in terms of that which is planned, which occurs, and is evaluated. Curricular conceptualizations should be rooted in primary attention to the learner as the major source of information in curriculum development. Because schools of the future will have curriculum artifacts more limited in size than the traditional textbook, sequencing will be variable rather than predetermined; teachers and students will have infinite ways of bringing artifacts together spatially and temporally; and greater possibilities will exist for generating new and unique arrangements of artifacts to facilitate each youngster's unique learning needs. Systematic study developmental projects, outside the area of education, should be studied by curriculum developers to learn from others who spend their lives in developmental roles how to generalize what development means in educational terms. (Author/EA)
Oregon Association for Supervision and Curriculum Development, P. O. Box 421, Salem, Oregon 97308 ($1.50)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Oregon Association for Supervision and Curriculum Development, Salem.
Note: Paper presented at Association for Supervision and Curriculum Development Annual Conference (27th, Philadelphia, Pennsylvania, March 5-8, 1972)