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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 | |