Conflicting Conceptions of CurriculumElliot W. Eisner, Elizabeth Vallance |
Contents
Their Roots | 1 |
ン Part One Curriculum as the Development of Cognitive | 19 |
Part Two Curriculum as Technology | 49 |
Copyright | |
5 other sections not shown
Common terms and phrases
achieve activities analysis associated assumptions background knowledge basic skills behavior Carl Bereiter centimeter cognitive processes concerned Course of Study curricu curricular demand disciplines domain economic Edgar G educa Educational Technology effective Elliot W example experience and knowledge facts fallacy formal function goals hardware higher education human important increase individual inputs inquiry instruction intellectual Ivan Illich John Bowlby John Dewey John Mann kind learner logical means ment Michael Scriven modes Newtonian mechanics objectives organization orientation to curriculum pattern Paul Goodman personal learning possible practice present principles problem solving production production function pupil questions rate of social rational relations relationship relevant utopias requires responses S-R reinforcement model sense significance social change society solution specific stimuli structure subject matter teacher teaching techniques technological change tests tion tional traditional transcendence transfer of learning understanding values young