Reconceiving curriculum: an historical approach
Stephen Triche
This dissertation reconceives curriculum through an historical approach that employs Ludwig Wittgenstein’s later philosophy. Curriculum is more than the knowledge taught in school. Curriculum, as I a theorist conceives it, concerned with broader intellectual and ideological ways society thinks about education. Hence, current school curriculum’s focus on specific learning outcomes offers limited view of fashioned by society, thereby offering social history highly selective. concept “language-games” curricularists way to re-include some these stories. The emerges at end Renaissance from Peter Ramus’s refinement art dialectic into pedagogical method logic. modern field arose nineteenth century educators sought further refine remnants scholasticism’s practices employing “social efficiency” scientific management effectively organize American Social efficiency became underlying premises Ralph Tyler’s (1949) rationalization curriculum. During nineteen seventies, theorists began disrupting rational foundations reconceptualizing using philosophies theories developed outside education alter language used describe use philosophy disrupt underpinnings. Wittgenstein maintains knowing does not require internal or external authority, rejecting empirical logical underlie Western Using suggests indirect activity teaching students words. educating indirectly closely resemble kinds playful activities which children engage their ordinary lives. He synoptic presentation connects concepts emerge our everyday new interesting ways. By asking see resemblances among synoptically, rather logically, cannot be reduced acquisition set facts, ordered sequence steps. As such, Wittgensteinian act language-play.
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