To Event: Toward a Post-Constructivist of Theorizing and Researching the Living Curriculum as Event-in-the-Making

Autor/in	Roth, Wolff-Michael
Titel	To Event: Toward a Post-Constructivist of Theorizing and Researching the Living Curriculum as Event-in-the-Making
Quelle	In: Curriculum Inquiry, 43 (2013) 3, S.388-417 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/curi.12016
Schlagwörter	Stellungnahme; Curriculum; Educational Theories; Geometry; Elementary School Mathematics; Grade 2; Elementary School Teachers; Elementary School Students; Classroom Communication; Student Reaction; Teacher Response; Mathematics Instruction; Curriculum Research + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Educational theory; Theory of education; Bildungstheorie; Geometrie; Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassengespräch; Schülerkritik; Lehrerkommentar; Mathematics lessons; Mathematikunterricht; Curriculum; Research; Curriculumreform; Forschung
Abstract	In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of categories (etymologically, things specified by predicates) but in terms of movement itself. The unfinished and inherently open-ended "event-in-the-making" indicates such movement and is associated with the disappearance of possibilities in its actualization ("the" event), openness toward the future, unpredictability, and excess of intuition over intention. I use empirical materials from a mathematics classroom to exemplify (give a body to) these categories and to ground my discussion. I conclude by discussing several implications that arise from the fact of theorizing and researching the living curriculum as unfolding, yet-to-be completed event. (Contains 2 figures and 8 notes.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10