This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.

Thinking through Writing demonstrates that thinking skills are taught best through writing. All parts of the brain and all types of learning styles are used in writing activities, simultaneously developing thinking skills. These skills are invaluable in linking student experience and new information, incorporating content knowledge and exploring ideas and solutions. This book provides an example of a writing course, illustrating how thinking and writing converge, and is addressed to college instructors, although it would be useful for instructors on any educational level. The elements, examples, and guidelines for planning learner-centered instruction and positive assessment practice increase student engagement through writing activities, applicable in all content areas.

Today's curricula can (and should) incorporate critical thinking methods because they are the means by which people best understand, learn, and retain higher level concepts. Contrary to what many professional trainers assume, teaching critical thinking is not achieved by shoveling facts at an audience through lecturing or multiple choice testing. It requires sustained, finely tuned teaching and assessment methods. This book lays out a blueprint to do just that. Specifically, it outlines the necessary components of a critical thinking classroom and provides assessment techniques and ample exercises adaptable to any student's field, age, or level of education. Often not considered are those learners schooled in a non-Western culture and not proficient in the presenter's language. These audiences can create invisible barriers to instruction. Without understanding these pitfalls, trainers invite frustration and failure, and risk wasting everyone's time and money because they were unaware any problem existed. The book addresses these linguistic, cultural, and cognitive obstacles and suggests several solutions, whether you teach these students on your home turf or theirs.

This book addresses the question of human rights education in a world that is witnessing a resurgence of religion in public life, and a continuation of religion across much of the globe, long after secularization theories predicted its decline. Promoting a universal vision of human rights while acknowledging religious diversity is a challenge for schools. This book starts with the basic premise that human rights are grounded in a belief in the dignity and ultimate worth of the human person. Drawing on key philosophical and theological sources for understanding dignity, it builds a vision of human rights and religious education that seeks to square the impossible circle of universal human rights education in a religiously diverse world.

Defying Standardization pierces the veil of misinformation surrounding the push to standardize the curriculum expectations for 56 million public school children. It provides a high energy, passionate, and, well-researched argument of what curriculum should and can be to facilitate the development of unstandardized skills and dispositions necessary for a globally connected society. Defying Standardization dismantles the myths and lies surrounding international test rankings and demonstrates that there is no relationship to economic indicators or skills that drives the innovation economy. The book provides practical examples for how educators, students, and parents can defy standardization with locally developed, evidence-informed, and globally literate practices to facilitate the development of customized curricula. This book is for those who yearn for a vibrant, innovative, and creative school system in which all students are provided opportunities to pursue their passions and interests in ways that will prepare them to be well-rounded individuals and democratic citizens in a global community.

Today's curricula can (and should) incorporate critical thinking methods because they are the means by which people best understand, learn, and retain higher level concepts. Contrary to what many professional trainers assume, teaching critical thinking is not achieved by shoveling facts at an audience through lecturing or multiple choice testing. It requires sustained, finely tuned teaching and assessment methods. This book lays out a blueprint to do just that. Specifically, it outlines the necessary components of a critical thinking classroom and provides assessment techniques and ample exercises adaptable to any student's field, age, or level of education. Often not considered are those learners schooled in a non-Western culture and not proficient in the presenter's language. These audiences can create invisible barriers to instruction. Without understanding these pitfalls, trainers invite frustration and failure, and risk wasting everyone's time and money because they were unaware any problem existed. The book addresses these linguistic, cultural, and cognitive obstacles and suggests several solutions, whether you teach these students on your home turf or theirs.

The increasing popularity of digitally-mediated communication is prompting us to radically rethink literacy and its role in education; at the same time, national policies have promulgated a view of literacy focused on the skills and classroom routines associated with print, bolstered by regimes of accountability and assessments. As a result, teachers are caught between two competing discourses: one upholding a traditional conception of literacy re-iterated by politicians and policy-makers, and the other encouraging a more radical take on 21st century literacies driven by leading edge thinkers and researchers. There is a pressing need for a book which engages researchers in international dialogue around new literacies, their implications for policy and practice, and how they might articulate across national boundaries. Drawing on cutting edge research from the USA, Canada, UK, Australia and South Africa, this book is a pedagogical and policy-driven call for change. It explores studies of literacy practices in varied contexts through a refreshingly dialogic style, interspersed with commentaries which comment on the significance of the work described for education. The book concludes on the 'conversation' developed to identify key recommendations for policy-makers through a Charter for Literacy Education. .

Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education-a philosophical framework-that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education.

Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlights the importance of recognizing opposing conceptualizations of education-some more educationally productive than others- and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as 'the deep structure of educational thought', and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis.

This volume explores two radical shifts in history and subsequent responses in curricular spaces: the move from oral to print culture during the transition between the 15th and 16th centuries and the rise of the Jesuits, and the move from print to digital culture during the transition between the 20th and 21st centuries and the rise of what the philosopher Jean Baudrillard called "hyperreality." The curricular innovation that accompanied the first shift is considered through the rise of the Society of Jesus (the Jesuits). These men created the first "global network" of education, and developed a humanistic curriculum designed to help students navigate a complicated era of the known (human-centered) and unknown (God-centered) universe. The curricular innovation that is proposed for the current shift is guided by the question: What should be the role of undergraduate education become in the 21st century? Today, the tension between the known and unknown universe is concentrated on the interrelationships between our embodied spaces and our digitally mediated ones. As a result, today's undergraduate students should be challenged to understand how-in the objectively focused, commodified, STEM-centric landscape of higher education-the human subject is decentered by the forces of hyperreality, and in turn, how the human subject might be recentered to balance our humanness with the new realities of digital living. Therein, one finds the possibility of posthumanistic education.

Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from philosophy proper (the European phenomenological-hermeneutic tradition) through curriculum studies. It thus presents the "best of both worlds" for the reader; there is a "play" or movement from philosophy proper to educational philosophy and then back again in order to locate and explicate what is intimated, suggested, and in some cases, left "unsaid" by educational philosophers. This amounts to a work on education-philosophy that elucidates, through various permutations within the unique foci of each essay, the general phenomenological theme of the fundamental ontology of the human being as primordial learner. Reflecting his experience as scholar, teacher, and perennial learner, the author suggests how research in phenomenology might prove beneficial to the enhancement of both the theoretical and practical aspects of education; readers are invited to envision education as far more than merely a means by which to organize an effective learning experience in which knowledge is assimilated and skill sets are efficiently imparted, but rather as a holistic and integrated process in which knowing, acting, and valuing are original ways of Being-in-the-world.

In current global politics, which positions China as a competitor to American leadership, in-depth understandings of transnational mutual engagement are much needed for cultivating nonviolent relations. Exploring American and Chinese professors' experiences at the intersection of the individual, society, and history, and weaving the autobiographical and the global, this book furthers understanding of their cross-cultural personal awareness and educational work at universities in both countries. While focusing on life histories, it also draws on both American and Chinese intellectual traditions such as American nonviolence activism, Taoism, and Buddhism to formulate a vision of nonviolence in curriculum studies. Centering cross-cultural education and pedagogy about, for, and through nonviolence, this volume contributes to internationalizing curriculum studies and introduces curriculum theorizing at the level of higher education. Hongyu Wang brings together stories, dialogues, and juxtapositions of cross-cultural pathways and pedagogies in a powerful case for theorizing and performing nonviolence education as visionary work in the internationalization of curriculum studies.

In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar's intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil's essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.

Race, Gender, and Curriculum Theorizing: Working in Womanish Ways recognizes and represents the significance of Black feminist and womanist theorizing within curriculum theorizing. In this collection, a vibrant group of women of color who do curriculum work reflect on a Black feminist/womanist scholar, text, and/or concept, speaking to how it has both influenced and enriched their work as scholar-activists. Black feminist and womanist theorizing plays a dynamic role in the development of women of color in academia, and gets folded into our thinking and doing as scholar-activists who teach, write, profess, express, organize, engage community, educate, do curriculum theory, heal, and love in the struggle for a more just world.

Defying Standardization pierces the veil of misinformation surrounding the push to standardize the curriculum expectations for 56 million public school children. It provides a high energy, passionate, and, well-researched argument of what curriculum should and can be to facilitate the development of unstandardized skills and dispositions necessary for a globally connected society. Defying Standardization dismantles the myths and lies surrounding international test rankings and demonstrates that there is no relationship to economic indicators or skills that drives the innovation economy. The book provides practical examples for how educators, students, and parents can defy standardization with locally developed, evidence-informed, and globally literate practices to facilitate the development of customized curricula. This book is for those who yearn for a vibrant, innovative, and creative school system in which all students are provided opportunities to pursue their passions and interests in ways that will prepare them to be well-rounded individuals and democratic citizens in a global community.

Teach the Way the Brain Learns discusses organizing learning experiences under themes. Once the brain has stored basic concepts in the curriculum, the storing-by-association system of the brain attaches new information to those basic concepts, building new ones as students have learning experiences that involve them in integrated subject matter. Thematic teaching has been around for quite a while, stemming from John Dewey and "learning by doing." Teachers need to return to it in view of the effects of narrowed curricula resulting from nationwide emphasis on testing and on rating schools based on student achievement. This book provides ways for teachers to link subjects and areas of learning for various teaching situations and takes readers from simple correlation through using published thematic units now available and on to developing their own interdisciplinary themes or in team efforts with other colleagues.

At a time where the tipping point for education seems to be a perpetually delayed expectation, despite widespread consensus and shared awareness to reform school practice for a completely new paradigm, change can actually be initiated in the real life school setting, by means of strategic curriculum interventions that target exposing students directly to the principles of the school of the future. Extreme Curriculum Makeover: A Hands-On Guide for a Learner-Centered Pedagogy explores how to develop a learner-centered pedagogy through specific strategies that can be implemented in any classroom, at any grade level, and that can transform the traditional learning environment into one where the students themselves acquire the tools, the skills, and, more importantly, the motivation to become lifelong learners.

At a time where the tipping point for education seems to be a perpetually delayed expectation, despite widespread consensus and shared awareness to reform school practice for a completely new paradigm, change can actually be initiated in the real life school setting, by means of strategic curriculum interventions that target exposing students directly to the principles of the school of the future. Extreme Curriculum Makeover: A Hands-On Guide for a Learner-Centered Pedagogy explores how to develop a learner-centered pedagogy through specific strategies that can be implemented in any classroom, at any grade level, and that can transform the traditional learning environment into one where the students themselves acquire the tools, the skills, and, more importantly, the motivation to become lifelong learners.

Imagine a Founding Father visiting a classroom today, or a sailor from the War of 1812, an Amish man, a 19th century pioneer, or even a Civil War veteran. Ronald Morris has spent more than 25 years bringing these characters into classrooms and inspiring other educators to do the same. In this book he synthesizes his vast knowledge and experience into a resource for all types of educators who help elementary and middle school children develop a love of history. Pre-service teachers can use this book as a model for developing their own styles of teaching social studies. Museum educators can use Bringing History to Life to enliven their presentations with students. Teachers in the classroom can use this resource to help their students develop first person presentations by reading about many examples across the grades. This resource is especially important as school districts reduce their budgets for field trips to popular museums that interpret history using this popular method. With this book as inspiration, educators can continue Bringing History to Life for their students.

By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens and the uncertainties of democracy, an alternative way of reading the curriculum emerges. This book aims not at arriving at the right combination of theory, policy and praxis that will provide the democratic utopia, but at historicizing the discourses that have shaped the ways in which we think and act in the field of education.

Pleasure and desire have been important components of the vision for sexuality education for over 20 years. This book argues that there has been a lack of scrutiny over the political motivations that underpin research supportive of pleasure and desire within comprehensive sexuality education. In this volume, key researchers in the field consider how discourses related to pleasure and desire have been taken up internationally. They argue that sexuality education is clearly shaped by specific cultural and political contexts, and examine how these contexts have shaped the development of pleasure's inclusion in such programs. Via such discussions, this volume incites a re-configuration of thought regarding sexuality education's approach to pleasure and desire.

Contents:
1. Introduction John White 2. Shaping a Curriculum John White 3. Art and Design John Steers 4. Design and Technology Richard Kimbell 5. English Bethan Marshall 6. Geography David Lambert 7. History Terry Haydn 8. Mathematics Peter Gill 9. Modern Foreign Languages Kevin Williams 10. Music Charles Plummeridge & Keith Swanwick 11. Physical Education Dawn Penney 12. Religious Education Michael Hand 13. Science Edgar Jenkins 14. Conclusion John White

Present Successes and Future Challenges in Honors Education is the first volume in an edited series examining the proliferation of honors programs and colleges in American higher education. While honors education has become ubiquitous in American higher education, this transformation has happened without systematic attempts to align what honors means across institutions, and absent a universally agreed upon definitions of what honors is and what it might aspire to be in the future. This generates possibility and flexibility, while also creating rather serious challenges. The contributors document the decades-long structural transformations that led to the rise of honors education while also providing perspective on the present and future challenges in honors education. The chapters address such issues as ensuring equity in honors, how we ought to think about student success and frame this for external stakeholders, and how the diffusion of honors-inspired pedagogies elsewhere in the university forces us to rethink our mission and our day-to-day practice. Throughout, their investigations are grounded in the present while turning a keen and perceptive eye to the future.

From the Parade Child to the King of Chaos depicts the pedagogical life history of an extraordinary teacher educator and internationally renowned curriculum scholar, William E. Doll, Jr. It explores how his life experiences have contributed to the formation and transformation of a celebrated teacher educator. From the child who spontaneously led a parade to the king of chaos who embraces complexity in education, complicated tales of Doll's journey through his childhood, youth, and decades of teaching in schools and in teacher education are situated in the historical, intellectual, and cultural context of American education. Seven themes are interwoven in Doll's life, thought, and teaching: pedagogy of play, pedagogy of perturbation, pedagogy of presence, pedagogy of patterns, pedagogy of passion, pedagogy of peace, and pedagogy of participation. Based upon rich data collected over six years, this book demonstrates methodological creativity in integrating multiple sources and lenses. Profoundly moving, humorous, and inspirational, it is a much-needed text for undergraduate and graduate courses in teacher education, curriculum studies, theory and practice of teaching and learning, life history studies, chaos and complexity theory, and postmodernism.

In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.