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This volume presents a mix of translations of classical and modern
papers from the German Didaktik tradition, newly prepared essays by
German scholars and practitioners writing from within the
tradition, and interpretive essays by U.S. scholars. It brings this
tradition, which virtually dominated German curricular thought and
teacher education until the 1960s when American curriculum theory
entered Germany--and which is now experiencing a renaissance--to
the English-speaking world, where it has been essentially unknown.
The intent is to capture in one volume the core (at least) of the
tradition of Didaktik and to communicate its potential relevance to
English-language curricularists and teacher educators. It
introduces a theoretical tradition which, although very different
in almost every respect from those we know, offers a set of
approaches that suggest ways of thinking about problems of
reflection on curricular and teaching praxis (the core focus of the
tradition) which the editors believe are accessible to North
American readers--with appropriate "translation." These ways of
thinking and related praxis are very relevant to notions such as
reflective teaching and the discourse on teachers as professionals.
By raising the possibility that the "new" tradition of Didaktik can
be highly suggestive for thinking through issues related to a
number of central ideas within contemporary discourse--and for
exploring the implications of these ideas for both teacher
education and for a curriculum theory appropriate to these new
contexts for theorizing, this book opens up a gold mine of
theoretical and practical possibilities.
This volume presents a mix of translations of classical and modern
papers from the German Didaktik tradition, newly prepared essays by
German scholars and practitioners writing from within the
tradition, and interpretive essays by U.S. scholars. It brings this
tradition, which virtually dominated German curricular thought and
teacher education until the 1960s when American curriculum theory
entered Germany--and which is now experiencing a renaissance--to
the English-speaking world, where it has been essentially unknown.
The intent is to capture in one volume the core (at least) of the
tradition of Didaktik and to communicate its potential relevance to
English-language curricularists and teacher educators. It
introduces a theoretical tradition which, although very different
in almost every respect from those we know, offers a set of
approaches that suggest ways of thinking about problems of
reflection on curricular and teaching praxis (the core focus of the
tradition) which the editors believe are accessible to North
American readers--with appropriate "translation." These ways of
thinking and related praxis are very relevant to notions such as
reflective teaching and the discourse on teachers as professionals.
By raising the possibility that the "new" tradition of Didaktik can
be highly suggestive for thinking through issues related to a
number of central ideas within contemporary discourse--and for
exploring the implications of these ideas for both teacher
education and for a curriculum theory appropriate to these new
contexts for theorizing, this book opens up a gold mine of
theoretical and practical possibilities.
With the increasing interdependence and harmonization of
educational systems and achievement expectations, the necessity to
cooperate across national borders and differences is becoming more
evident. A serious problem that has not received sufficient
attention arises from different concepts of the planning and
implementation of teaching. Two basic models predominate
internationally: the Anglo-Saxon tradition of curriculum and the
Continental European tradition of Didaktik. Didaktik and/or
Curriculum presents core issues of an international dialogue aiming
at a comparative analysis of both traditions as an indispensable
precondition for mutual understanding and successful cooperation.
Contents: Bjorg B. Gundem/Stefan Hopmann: Introduction: Didaktik
Meets Curriculum--William A. Reid: Systems and Structures or Myths
and Fables? A Cross-Cultural Perspective on Curriculum
Content--Rudolf Kunzli: The Common Frame and the Places of
Didaktik--Ian Westbury: Didaktik and Curriculum Studies--David
Hamilton: Didaktik, Deliberation, Reflection (In Search of the
Commonplaces)--O. L. Davis, Jr.: The Theoretic Meets the Practical:
The Practical Wins-Ewald Terhart: Changing Concepts of Curriculum:
From « Bildung to « Learning to « Experience Developments in
(West)Germany from the 1960s to 1990--Erik Wallin: Changing
Paradigms of Curriculum and/or Didaktik?--Ulf P. Lundgren: The
Making of Curriculum Making: Reflections on Educational Research
and the Use of Educational Research--M. Frances Klein: Approaches
to Curriculum Development in the United States--Carlo Jenzer:
Dealing with Change: The Making of Curriculum Making--Lars Lovlie:
Paradoxes of Educational Reform: The Case of Norwayin the
1990s--Tomas Englund: Teaching as an Offer of (Discursive?)
Meaning--Peter Menck: The Formation of Conscience: A Lost Topic of
Didaktik--Erling Lars Dale: The Essence of Teaching--William F.
Pinar/William M. Reynolds/Patrick Slattery/Peter M. Taubman:
Understanding Curriculum: A Postscript for the Next
Generation--Wolfgang Klafki: Characteristics of
Critical-Constructive Didaktik--Stefan Hopmann/Bjorg B. Gundem:
Conclusion--Didaktik Meets Curriculum: Towards a New Agenda.
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