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Preface | |
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Acknowledgments | |
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Introduction to the Curriculum Ideologies | |
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Your Beliefs About Curriculum | |
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The Curriculum Ideologies | |
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The Scholar Academic Ideology | |
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The Social Efficiency Ideology | |
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The Learner Centered Ideology | |
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The Social Reconstruction Ideology | |
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Historical Perspective on the Ideologies | |
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Curriculum Workers | |
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The Nature of the Curriculum Ideologies | |
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Scholar Academic Ideology | |
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Scholar Academic Curricula | |
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UICSM and SMSG School Mathematics | |
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Man: A Course of Study | |
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Curriculum and the Disciplines | |
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Initiation Into the Disciplines | |
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Grounding Curriculum in a Discipline | |
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Drawing Upon the Discipline's Knowledge | |
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Priorities | |
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Disciplines, Intellect, Knowledge: An Assumed Equivalence | |
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Education as an Extension of Disciplines, Intellect, Knowledge | |
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Disciplines, Intellect, Knowledge: Global Considerations | |
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Disciplines, Intellect, Knowledge: Local Considerations | |
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The Academic Disciplines | |
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The Discipline as a Community | |
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The Discipline as a Hierarchical Community | |
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The Learning ↔ Teaching Dynamic of the Discipline | |
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The Educative Process Within the Academic Community | |
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Curriculum Issues | |
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Classification and Selection of Disciplines | |
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Curriculum as a Reflection of the Discipline | |
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Curriculum Improvement | |
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Historical Context | |
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Aims | |
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Knowledge | |
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The Nature of Knowledge | |
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The Form of Knowledge | |
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The Origin of Curriculum Knowledge | |
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Knowledge and Objective Reality | |
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The Child | |
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The Child as Mind | |
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The Child as Memory and Reason | |
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The Incomplete Child | |
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Learning | |
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The Learning ↔ Teaching Dynamic | |
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Direction Within the Learning ↔ Teaching Dynamic | |
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Transmitting and Receiving Agents of the Learning ↔ Teaching Dynamic | |
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Learning Theory as Reflection of the Discipline | |
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Lack of Concern With Formal Learning Theory | |
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Many Theories of Learning | |
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Learning to Parallel Inquiry | |
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Readiness | |
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Teaching | |
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Teachers as Members of a Discipline | |
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Teachers as Transmitters, Mediators, or Translators | |
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Teaching Methods | |
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Evaluation | |
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Student Evaluation | |
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Curriculum Evaluation | |
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Concluding Perspective | |
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Social Efficiency Ideology | |
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A Scientific Technique of Curriculum Making | |
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Programmed Curriculum and the Behavioral Engineer | |
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Programmed Curriculum | |
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Behavioral Engineering | |
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The Analogy | |
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Objectives and Standards | |
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Education | |
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Scientific Instrumentalism | |
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Social Orientation | |
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Society | |
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People in Society | |
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Educating People to Live in Society | |
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Education for a Better Society | |
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Objectives | |
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The Form of Objectives | |
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Gathering Terminal Objectives | |
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Acquiring Progressive Objectives | |
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Atomism | |
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Objective Reality | |
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Causality | |
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Ends, Means, and Instrumental Values | |
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Historical Context | |
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Social Reform | |
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Utilitarian Education | |
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Behavioral Psychology | |
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Scientific Methodology | |
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A Century of Forgetting | |
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Accountability Movement: From Educational to Administrative and Political Initiatives | |
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Aims | |
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Knowledge | |
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The Nature of Knowledge | |
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Knowledge and Objective Reality | |
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Learning | |
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A Behavioral Viewpoint | |
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Assumptions About Learning | |
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Readiness | |
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The Child | |
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Lack of Concern | |
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The Child as a Worker | |
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Individualized Programmed Instruction | |
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Teaching | |
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Role of the Teacher | |
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Consequences | |
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Evaluation | |
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Reasons for Evaluation | |
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The Nature of Evaluation | |
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Objectivity and Atomization | |
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Appropriateness of Evaluation | |
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Concluding Perspective | |
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Learner Centered Ideology | |
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Ideal Schools | |
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Ideal Schools for All Learners | |
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A Learner Centered Curriculum | |
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The Ideal School | |
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The Learner-Centered School | |
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The Activity School | |
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The Organic School | |
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The Integrated School | |
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Learners | |
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The Learner as Central Focus | |
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The Nature of the Learner | |
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The Growing Individual | |
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The Learner in the Present Tense | |
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Learning | |
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Developmental Viewpoint | |
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Learning Theory | |
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Learning Leads to Knowledge | |
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Teaching and Learning in Instructional Environments | |
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The Person in an Environment | |
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The Learning Environment | |
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Structure of the Learning Environment | |
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Teaching | |
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Freedom, Individualism, and Shared Responsibility | |
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The Curriculum: Unit of Work Versus School Subject | |
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Scope | |
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Sequence | |
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Flexibility | |
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Concern for the Whole Person | |
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Movement From the Concrete to the Abstract | |
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Responsibility | |
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Historical Context | |
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Aims | |
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The Child | |
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The Child as an Integrated Person | |
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The Child as a Meaning-Making Organism | |
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The Child's Subjective Being | |
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Learning | |
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Learning as Natural | |
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The Mechanics of Learning | |
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Stages of Learning | |
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Teaching | |
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The Teacher as Diagnostician | |
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The Teacher as Provider of the Environment for Learning | |
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The Teacher as Facilitator of Learning | |
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Characteristics of the Teacher | |
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Knowledge | |
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Personal Meaning and Knowledge Construction | |
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Knowledge and Experience | |
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Knowledge as a Derivative Concept | |
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Knowledge and Reality | |
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Evaluation | |
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Assessment for Growth | |
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Standardized Objective Testing | |
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Grading | |
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Student Evaluation | |
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Curriculum Evaluation | |
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Concluding Perspective | |
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Social Reconstruction Ideology | |
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Highlander | |
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Sixth-Grade Social Reconstruction Mathematics | |
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Projects | |
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Instructional Procedures | |
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Start Where Students Are | |
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Personal Experience | |
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Intense Discussion | |
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Follow-Up | |
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Vision and Social Action | |
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Academics | |
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Society and Reconstruction | |
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Social Perspective | |
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Deep Social Structures | |
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The Individual in Society | |
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Society, Change, and Crisis | |
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Reconstruction and Vision | |
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Social Dynamics | |
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Reconstruction Through Education | |
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The School as the Institution of Change | |
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Education as a Social Process | |
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Educational Methods: Group Discussion and Experience | |
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Education and Language | |
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Education and Social Change | |
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Civic Responsibility | |
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Education and Politics | |
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Education and Socialization | |
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Historical Context | |
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Aims | |
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The Child | |
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Children as Social Agents | |
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Children as Meaning Makers | |
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Children in Society | |
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Learning | |
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Meaning Making | |
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Meaning Structure | |
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The Nature of Learning | |
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Teaching | |
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The Discussion Method | |
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The Experience Method | |
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The Teacher as Colleague | |
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Characteristics of Teaching | |
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Characteristics of Teachers | |
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Knowledge | |
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The Social Construction of Knowledge | |
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Knowledge and Value | |
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Knowledge and Reality | |
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The Creation of Knowledge | |
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Characteristics of Knowledge | |
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Evaluation | |
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Student and Curriculum Evaluation | |
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Perspective on Increased Student Testing | |
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Concluding Perspective | |
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A Comparative Overview of the Curriculum Ideologies | |
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Comparative Summary | |
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Aims Play | |
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Aims Comparison | |
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Knowledge Play | |
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Knowledge Comparison | |
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Learning Play | |
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Learning Comparison | |
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The Child Play | |
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The Child Comparison | |
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Teaching Play | |
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Teaching Comparison | |
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Evaluation Play | |
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Evaluation Comparison | |
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Other Parameters | |
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Freedom | |
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Time | |
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Social Improvement | |
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Multicultural Education | |
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Teacher Education | |
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Concluding Perspective | |
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Individual Perspectives on the Curriculum Ideologies | |
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Curriculum Life Histories | |
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Can People Believe in More Than One Ideology? | |
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More Than One Ideology | |
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Posture Toward Different Ideologies | |
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Why Do Educators Change Ideologies? | |
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Concluding Perspective | |
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Appendix: Curriculum Ideologies Inventory | |
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References | |
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Index | |
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About the Author | |