Conceptions of Curriculum
Skills your students can develop, interactive and growth-oriented
Curriculum as technology
Delivery of a perfect package, efficient input-output
Your students are humans, they develop intellectually and emotionally
Social reconstruction or relevance
Societal issues engage students in the world they live in
Important works are the building blocks of society, transmission of culture
Personal commitment to learning
Education doesn’t stop when students graduate, learning is a skill we keep using
More in-depth reading:
A foundational outline of conceptions of curriculum and an update:
- Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their +++ roots and implications for curriculum planning.In E. Eisner & E. Vallance +++ +++(Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA:++ ++++ + ++McCutchan Publishing.
- Vallance, E. (1986). A second look at conflicting conceptions of the +++curriculum. Theory into Practice, 25(1), 24-30.
A breakdown and overview of how education philosophy interacts with curriculum implementation:
- Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The +++High School Journal, 74, 102-109