Curriculum*-in-the-Making : A Post-constructivist Perspective

Wolff-Michael Roth

ISBN 10: 1433124734 / ISBN 13: 9781433124730

Edité par Peter Lang, Peter Lang, 2014

A propos de cet article

Druck auf Anfrage Neuware - Printed after ordering - Curriculum\*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event\*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events\* are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.

N° de réf. du vendeur 9781433124730

Détails bibliographiques

• Titre: Curriculum*-in-the-Making : A Post-constructivist Perspective
• Éditeur: Peter Lang, Peter Lang
• Date de parution: 2014
• Langue: anglais
• ISBN à 10 chiffres: 1433124734
• ISBN à 13 chiffres: 9781433124730
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 225 L x 150 H x 14 P (en millimètres) 225 millimètres de largeur par 150 millimètres de hauteur par 14 millimètres de profondeur
• Poids: 351 grammes

A propos de ce titre

Synopsis

Curriculum-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events are understood to be in the making so we cannot know the precise nature of what we witness until after completion has been achieved. This book uses lesson fragments to develop a post-constructivist perspective on curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.

À propos de l'auteur

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science in the Faculty of Education at the University of Victoria. He conducts interdisciplinary studies of knowing and learning across the life span, often focusing on language in science and mathematics classrooms.