NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1052365
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0022-0272
Phenomenology and Curriculum Implementation: Discerning a Living Curriculum through the Analysis of Ted Aoki's Situational Praxis
Magrini, James M.
Journal of Curriculum Studies, v47 n2 p274-299 2015
The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki's phenomenology, wherein curriculum is read as "phenomenological text." The problem explored emerges from Aoki's critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in contemporary standardized education, which is driven by the ideology of "social efficiency." Aoki focuses on the way in which the scientific and technical modes of curriculum implementation preclude particular modes of "Being-in-the-world" because curriculum implementation, as a technical and instrumental process, reduces both educators and students to epistemological subjects, and beyond, objects of knowledge. By focusing on curriculum implementation as a form of "situational-praxis" as opposed to "instrumental-action," this paper concludes, it is possible to put educators and students in touch with the ontological aspects of their "Being-in-the-world." Aoki's practice of phenomenology reveals an understanding of an "attuned mode of human transcendence in learning," which opens the possibility for an authentic educational experience where educators and students "dwell" in the midst of the curriculum's unfolding as an ontological phenomenon.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A