The Guide to Curriculum in Education illuminates how four commonplaces of curriculum--subject matter, teachers, learners, and milieu--are interdependent and interconnected in curriculum making and the ties between and controversies over public debate, policy making, university scholarship, and school practice in defining and developing curricula. Complex traditions of curriculum scholarship are traced to illuminate curriculum ideas, issues, perspectives, and possibilities. A major goal is to highlight and explicate how subject matter, teachers, learners, and context or environment are interdependent and interconnected in decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels. Key Features: • Organized around four parts as articulated by curriculum scholar Joseph J. Schwab: subject matter, teachers, learners, and milieu • Brief, objective chapters of 5,000 words each provide student readers with more depth than found in an encyclopedia entry • Chapters focus on key contemporary concerns and provide Further Reading suggestions for students wishing to explore a topic in more detail • The Guide focuses on 55 topical chapters organized in four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum This guide will serve as a general, non-technical resource for students and researchers within education programs who seek to better understand the four commonplaces of curriculum and how it influences various aspects within the field of education.

Learning for Creative, Associated, Joyful, and Worthwhile Living

Learning for Creative, Associated, Joyful, and Worthwhile Living

Learning for creative, associated, joyful, and worthwhile living
Jason GoulahMing Fang He

The chapter focuses on what Confucius (551– 479 BCE) referred to as “the great learning,” or learning for creative, associated, joyful, and worthwhile living, expressed across time in the East, the West, and in between. As a topic of curriculum studies, learning for creative, associated, joyful, and “worthwhile” (Schubert, 2009b) living is education in its true etymological sense. It is the process of drawing out the inherent capacities of being human—wisdom, compassion, courage, creativity, and joy—as the goal of education itself. Philosophers and practitioners of the great learning assert these capacities emerge fully when human beings, as individuals, are engaged in dialogic interaction with others in ...

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