John Dewey's Dual Theory of Inquiry and Its Value for the Creation of an Alternative Curriculum

Autor/in	Harris, Fred
Titel	John Dewey's Dual Theory of Inquiry and Its Value for the Creation of an Alternative Curriculum
Quelle	In: Journal for Critical Education Policy Studies, 12 (2014) 2, S.302-349 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Educational Theories; Inquiry; Curriculum Development; Scientific Methodology; Active Learning; Working Class; Marxian Analysis; Social History + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aktives Lernen; Arbeiterklasse; Marxism; Marxismus; Sozialgeschichte
Abstract	Dewey's theory of inquiry cannot be reduced to the pattern of inquiry common to both common-sense inquiry and scientific inquiry, which is grounded in the human life process, since such a reduction ignores Dewey's differentiation of the two forms of inquiry. The difference has to do with the focus of inquiry, with common-sense inquiry concentrating on ends characteristic of everyday life and scientific inquiry concentrating on the perfection of the means to inquiry as an end in itself. By not differentiating the two forms of inquiry, the significance of Dewey's innovations in curriculum construction has been underrated. The curriculum created in the University Laboratory School (the Dewey School), was designed to gradually shift children's and adolescents' concerns for ends typical of common-sense inquiry to a concern for means and their coordination, which thereby approaches more closely scientific inquiry. This curriculum was grounded in the basic economic structure of human life for the production of food, clothing and shelter, with reading, writing and arithmetic, along with the disciplines (physics, chemistry and so forth) emerging as functions of life, initially. This curriculum, with modifications, could function to provide a critical basis of modern capitalist relations of production and exchange and the capitalist state. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10