ERIC Number: ED413298
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Curriculum as Conversation: Transforming Traditions of Teaching and Learning.
Applebee, Arthur N.
This publication offers a vision of curriculum that redresses the balance between teaching traditions of the past and entering and participating in those of the present and future. It stresses knowledge-in-action rather than the more traditional approach of knowledge-out-of-context, encouraging ongoing conversation embedded within the larger traditions of discourse in science, the arts, history, literature, and mathematics. The development of curriculum becomes the development of culturally significant domains for conversation, and instruction becomes a matter of helping students learn to participate within those domains. Examples are drawn from a series of studies of how teachers make decisions about their own curricula. The book contains nine chapters: (1) "Introduction: The Role of Tradition"; (2) "The Individual and Tradition"; (3) "Deadly Tradition"; (4) "Curriculum as Conversation"; (5) "Characteristics of Effective Curricula"; (6) "Structuring Curricular Conversations"; (7) "Recent Curriculum Proposals as Domains for Conversation"; (8) "Toward a Pedagogy of Knowledge-in-Action"; and (9) "Researching Conflicting Traditions." (Contains 20 references.) (ND)
Descriptors: Curriculum Development, Educational Change, Educational History, Educational Strategies, Elementary Secondary Education, Futures (of Society), Instructional Improvement, Teacher Effectiveness, Teaching Methods, Theory Practice Relationship
The University of Chicago Press, Order Department, 11030 South Langley Avenue, Chicago, IL 60628; phone: 800-621-2736 (cloth: ISBN-0-226-02121-1, $34.95; paper: ISBN-0-266-02123-8, $12.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A