Chapter 6- Curriculum Theory

The Meaning of Theory n A symbolic construction that is designed to bring generalizable facts or laws into systematic connection (Snow)

Sources of Curriculum Theory n Philosophy n Change Theory n Organizational Development Theory n Group Behavior n Non-mainstream

Bases of Curriculum Theorizing n Scientific Theory –logically connected statements that generalize to and offer explanations of particular cases n Philosophical and Humanistic Theory –assumptions or beliefs that explain what ought to be

Theoria n Wakefulness of mind n Pure viewing of truth

Functions of Theory n Description n Prediction n Explanation n Guidance

Theory Building n Induction n Deduction

Steps in Theory Building n Defining Terms n Classifying

Beauchamp’s Process of Building Theory Formulation of definitions Classification of relevant information into homogeneous categories Utilization of inductive and deductive processes Making of inferences and predictions and testing them Development of models Sub-theory formation

Early Curriculum Theory n Bobbitt –Systematic Acitvity n Dewey –Stages of Human Development

Theory at Mid-Century n Maccias’ –Curriculum as Praxis n Johnson –Series of Intended Learning Outcomes n McDonald –Interacting Systems

n Traditionalists n Conceptual Empiricists n Reconceptualists/ Critical Theorists n Postmodernists Metaphors and Theoretical Camps

n Service to practitioners n Structural Theorizing Traditionalists

n Theory produced through research n Substantive Theorizing Conceptual Empiricists

n Distance between theory and practice n Liberation Reconceptualists/ Critical Theorists

n Many ways to interpret or theorize about curriculum Postmodernists

n Curriculum Inquiry n Conceptualizing the Task Directions for the Future

A Balanced Approach