ERIC Number: ED098686
Record Type: Non-Journal
Publication Date: 1974
Reference Count: N/A
Heightened Consciousness, Cultural Revolution, and Curriculum Theory. The Proceedings of the Rochester Conference (Rochester, New York, May 3-5, 1973).
Pinar, William, Ed.
This book brings together the latest thinking of some of the scholars who are at work reconceptualizing the meaning of the field of curriculum. William Pinar explores a phenomenological approach to the main theme of the book, drawing heavily on psychoanalytic theory. Robert Starratt discusses futurological work in the context of curriculum theory development. Dwayne Huebner continues his work on the language of curriculum theorizing. Donald Bateman outlines collective social and political goals and their discrepancy with actual curriculum materials. Maxine Greene draws on the French Existentialist tradition to analyze the relations between cognition, consciousness, and curriculum. James Macdonald discusses the concept of centering as a possible focus of the curriculum. Finally, William Pilder makes a case for the creation of intentional communities that might foster what he terms "mutual indwelling." (Author/MLF)
Descriptors: Cultural Awareness, Cultural Influences, Culture Conflict, Curriculum Design, Curriculum Development, Curriculum Evaluation, Elementary Secondary Education, Futures (of Society), Learning Theories, Perception, Psychiatry, Revolution, Social Change, Theoretical Criticism
McCutchan Publishing Corporation, 2526 Grove Street, Berkeley, California 94704 ($9.50)
Publication Type: Books
Education Level: N/A
Authoring Institution: N/A