ERIC Number: ED302306
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
The Language of Curriculum Deliberations.
Drawing from tapes of meetings and documents produced during a month-long curriculum development institute, this paper describes the conflicts attending an effort to design a structured general studies program at the Community College of Philadelphia (CCP). The paper presents and analyzes two fundamentally different ways of conceiving of problems, program goals, and the faculty development process through the voices of two faculty members who stood at the center of the debate. The argument is put forth that the theoretical commitments of the faculty members to "culture" on the one hand and to "meaningfulness" on the other hand ensured that no agreement was possible. The differences separating the two faculty members are analyzed in terms of their perceptions of the intellectual level of teaching at the college. One faculty member advocated an interpretive approach to teaching higher-order thinking skills and criticized the opposing position as concerned only with information transfer and lower-level thought process. The other faculty member was more concerned with motivational issues and the meaningfulness of assignments to students and underscored the importance of situating assignments in an affective environment that encourages learning. Finally, the paper examines the elements of the general studies program that the participants were able to agree upon, the compromises that were made, and the incompatibilities remaining in the final document drawn up to represent both programs. (AAZC)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at a Conference of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).