Chapter 6 Curriculum Theory The Meaning of Theory

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 n n Philosophy Change Theory Organizational Development Theory Group Behavior 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 n Wakefulness of mind Pure viewing of truth

Functions of Theory n n Description Prediction Explanation Guidance

Theory Building n n Induction Deduction

Steps in Theory Building n n Defining Terms Classifying

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 Mc. Donald – Interacting Systems

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

Traditionalists n n Service to practitioners Structural Theorizing

Conceptual Empiricists n n Theory produced through research Substantive Theorizing

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

Postmodernists n Many ways to interpret or theorize about curriculum

Directions for the Future n n Curriculum Inquiry Conceptualizing the Task

A Balanced Approach