ERIC Number: ED256648
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
Putting Educational Criticism into Practice: An Alternative to Technocratic Curriculum Design.
A course in curriculum design, developed to help education students take a more active role in determining the content of the classes they will be teaching, is described. Since the turn of the century, curriculum design in North America has been dominated by an approach that attempts to maximize the efficiency with which students meet specified objectives. Critics have argued that when knowledge is presented in this manner, it loses its educational integrity and wholeness, and that public knowledge is stressed over personal knowledge. The approach of this course is comprised of five phases: (1) developing curriculum themes, (2) exploring resources, (3) developing learning activities, (4) evaluating pupils' work, and (5) evaluating the unit. This represents a significant change from the technocratic model because it involves not just following a certain procedure but also reflects a way of seeing knowledge, children, and the educational process. Student teachers attempting to use this approach have encountered difficulties both because of their own frequent lack of interest in developing curriculum and because of lack of support from the schools where they are doing student teaching. More research is suggested to answer questions about the long-term implications of such courses on teachers' careers. (IS)
Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). For a related document see ED 251 373.