Seven Curricular Landscapes: An Approach to the Holistic Curriculum
Seven Curricular Landscapes offers a holistic presentation and critique of what the author considers to be the seven major types of curricula. This book, which is suitable for both upper-division and graduate education courses, differs from previous holistic approaches in that it closely considers the holistic implications of postmodernism, adds new categories and terms to the holistic repertoire, includes the latest developments in transpersonal theory, examines the Existentialist curriculum as a spiritual phenomenon, and discusses the curricular implications of both Eastern and Western spirituality.
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20lh century academic aesthetic affiliative American Education approach to curriculum archetypal behavior Brigham Young University Buber called Chapter child cial classroom cognitive concept concrete-affiliative consciousness contexts counter-transference cultural curricula curricular landscape curriculum theory developmental dialectic spirituality dialogue divine domain educa emotional eternal ethical existence existential Existentialist experience fifth landscape goal help the student Holistic Education Huebner human Ibid images individual insisted interpersonal interpretive-procedural issues Kierkegaard knowledge language learning Lipman living Mayes means Miller one's ontological organismic pedagogy perspective phenomenological physical Pinar political postmodern practice Progressivism psychological Psychosynthesis Psychotherapy public schools relationship role schema sense Situated Cognition social social constructivism subject matter subpersonalities T.S. Eliot teacher and student Teacher Education teaching theorists thinking Thou tion tional tive transcend transference transferential Transformation Transpersonal Education transpersonal psychology ultimately understand unique University Press vision Vygotsky Waldorf education William Torrey Harris York
Page 25 - What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained?
Page 13 - ... the sense of hearing should always be conjoined with that of sight, and the tongue should be trained in combination with the hand. The subjects that are taught should not merely be taught orally, and thus appeal to the ear alone, but should be pictorially illustrated, and thus develop the imagination by the help of the eye.