Generating a theoretical base for restructuring curriculum content

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ira Marc Weingarten (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David E. Purpel

Abstract: The purpose of this study is to contribute to an ongoing effort among a number of contemporary curriculum theorists to generate a theoretical base for restructuring' curriculum content. The study is divided into a Prologue, two Chapters, and an Epilogue. PROLOGUE confronts the significant metatheoretical cal problems that are are raised simply by the articulation of this project. In the course of asking "What kind of research strategies, consonant with this intention, are appropriate for educators in North America?" the study reviews the metatheoretical considerations that have led contemporary curriculum theorists to frame such a question. Two avenues of approach that have emerged from such considerations are identified--a personal change position that involves a restructuring of individual consciousness, and a social change position that is oriented towards a restructuring of the ensemble of social relationships. The potentials of these two strategies are explored, and an argument is made for the development of a way of speaking and acting that honors the significance of both.

Additional Information

Language: English
Date: 1979
Education $x Curricula
Curriculum planning
Curriculum evaluation
Curriculum change

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