Rethinking curriculum in times of shifting educational context / Kaustuv Roy.
2017
LB14.7 .R689 2018
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Details
Title
Rethinking curriculum in times of shifting educational context / Kaustuv Roy.
Author
Roy, Kaustuv, 1959-
ISBN
9783319611068 (electronic book)
3319611062 (electronic book)
3319611054
9783319611051
3319611062 (electronic book)
3319611054
9783319611051
Imprint
Cham, Switzerland : Palgrave Macmillan, 2017.
Language
English
Description
1 online resource (ix, 239 pages)
Call Number
LB14.7 .R689 2018
Dewey Decimal Classification
375/.006
Summary
This text engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples?
Note
"In using the word curriculum, I do not mean to limit the discussion to any specific curriculum such as middle school curriculum ... Rather, I refer to the fundamental assumptions that underlie our ways of thinking about knowledge and knower in modern education ..."--Page 2.
This text engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples?
This text engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples?
Bibliography, etc. Note
Includes bibliographical references (pages 227-231) and index.
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Rethinking curriculum in times of shifting educational context.
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Table of Contents
Toward a living curriculum
Reason and curriculum : on rethinking the Logistikon
Ideology and curriculum : the "lacunar" dialectic
Suffering and curriculum : the judgments of history
Aesthetics and curriculum : developing negative capability
Eros and curriculum : Psyche and the mechanosphere
Intuition and curriculum : beyond the empirical
Corpus and curriculum : finding our rhythm
Colonial modernity and curriculum : the other world
Epilogue : the pedagogic situation.
Reason and curriculum : on rethinking the Logistikon
Ideology and curriculum : the "lacunar" dialectic
Suffering and curriculum : the judgments of history
Aesthetics and curriculum : developing negative capability
Eros and curriculum : Psyche and the mechanosphere
Intuition and curriculum : beyond the empirical
Corpus and curriculum : finding our rhythm
Colonial modernity and curriculum : the other world
Epilogue : the pedagogic situation.