Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and SocietyToday is an effort by students of curriculum studies, along with their professor, to interpret and understandcurriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholareducatorstoday: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960sstill resonate with us, allow us to see backward in time and forward in time - all at the same time? Howmight these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differentlyabout curriculum, teaching, learning, students, education, leadership, and schools? Further, how mightthey help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps ofintervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by LouiseBerman, Jerome Bruner, WEB DuBois, Eliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill,Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H.Schubert.
Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and SocietyToday is an effort by students of curriculum studies, along with their professor, to interpret and understandcurriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholareducatorstoday: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960sstill resonate with us, allow us to see backward in time and forward in time - all at the same time? Howmight these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differentlyabout curriculum, teaching, learning, students, education, leadership, and schools? Further, how mightthey help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps ofintervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by LouiseBerman, Jerome Bruner, WEB DuBois, Eliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill,Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H.Schubert.
In The Window: Making Dry Bones Live, Gean David Alston shares his proven four step process to overcoming obstacles. He identifies these obstacles as Dry Bones. Put his insightful process to work...
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