Curriculum and creativity : reconciliation through language

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
John Solomen Callebs (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Roland H. Nelson

Abstract: In surveying the curriculum field it is apparent that it has a pervasive ahistorical quality to it. Confusion exists as to the basic meanings of terms such as curriculum, instruction, theory, education, and practice. Those interested in curriculum are presently engaged in studying the field itself and their role in it. The leading writers are divided into camps with one camp devoted to the linear model supporting behavioral approaches and the other supporting more open, less specified approaches. A leader in the field of curriculum, Joseph Schwab, pronounced the curriculum field moribund and suggested that a new language was needed. The use of any language is both value based and value laden for language itself is a symbol system, the paradox being that language must be used to discuss language. Recognizing and acknowledging the above, those interested in building a new language for curriculum' must turn to those values and stated objectives commonly associated with education: the discovery and/or application of knowledge. Both the discovery and application of knowledge involves one in the creative process. It follows that the language of creativity describes the curriculum process and therefore one must better understand the creative process itself.

Additional Information

Language: English
Date: 1973
Creative ability
Creativity (Linguistics)
Curriculum evaluation
Universities and colleges $x Curricula

Email this document to