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[중고] Conflicting conceptions of curriculum (영어원서)
- Janne Chall 외Board of Directions of Society1973-07-10
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- [중고] Conflicting conceptions of curriculum (영어원서)
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*변색, 밑줄 등 읽은 흔적이 있습니다. **Introduction; Five Conceptions of Curriculum: Their Roots and Implications for Curriculum Planning Elliot W. Eisner and Elizabeth Vallance. American education today, perhaps more than in the past, is studded with a variety of conflicting conceptions of the goals, content, and organization of curriculum. The complexity of educational thought is manifested not only in the diversity of papers presented in professional meetings and printed in professional journals; it is also apparent in debates, discussions, and controversies dramatizing school board and PTA meetings, and it is reflected and amplified by the involvement of the general public through the mass media.
The controversies we refer to deal on an overt level with issues surrounding alternative schools, conflicting roles of vocational and academic education in the school curriculum, concern with a student's academic achievement in the "solid" subjects, educational admonitions to enable children to "learn how to learn," purposes uses of accountability procedures, and the use of input-output models of educational practice. On a more fundamental level, however, the debates and conflicts generated by each of these themes derive necessarily from the degree of incompatibility between the values and goals underlying each side of the issue being debated. Controversy in educational discourse most often reflects a basic conflict in priorities concerning the form and content of curriculum and the goals toward which schools should strive; the intensity of the conflict and the apparent difficulty in resolving it can most often be traced to a failure to recognize conflicting conceptions of curriculum. Public educational discourse frequently does not bother to examine its conceptual underpinnings.
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