A Curriculum Manifesto. Curriculum Bulletin. Volume 26, Number 314.

Autor/in	Frymier, Jack R.
Institution	Oregon Association for Supervision and Curriculum Development, Salem.
Titel	A Curriculum Manifesto. Curriculum Bulletin. Volume 26, Number 314.
Quelle	(1972), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Accountability; Curriculum Development; Educational Change; Educational Philosophy; Experiential Learning; Futures (of Society); Humanization; Open Education; Self Concept; Sequential Approach; Student Centered Curriculum; Student Participation; Student Teacher Relationship; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Experiental learning; Erfahrungsorientiertes Lernen; Future; Society; Zukunft; Humanisierung; Offene Erziehung; Offener Unterricht; Selbstkonzept; Schrittfolge; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Education should help people learn to use past experiences as a basis for acquiring new meanings, which frees individuals from what restricts and what enslaves. However, the curriculum has become a program for social purposes and the school an instrument of social control when, in reality, what is needed is persuasion (not coercion) and discussion (not demands.) Curriculum should be regarded as spatial realities in process over time -- actors, artifacts, and operations in terms of that which is planned, which occurs, and is evaluated. Curricular conceptualizations should be rooted in primary attention to the learner as the major source of information in curriculum development. Because schools of the future will have curriculum artifacts more limited in size than the traditional textbook, sequencing will be variable rather than predetermined; teachers and students will have infinite ways of bringing artifacts together spatially and temporally; and greater possibilities will exist for generating new and unique arrangements of artifacts to facilitate each youngster's unique learning needs. Systematic study developmental projects, outside the area of education, should be studied by curriculum developers to learn from others who spend their lives in developmental roles how to generalize what development means in educational terms. (Author/EA)
Anmerkungen	Oregon Association for Supervision and Curriculum Development, P. O. Box 421, Salem, Oregon 97308 ($1.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01