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Subjectivity, Curriculum, and Society : Between and Beyond the German Didaktik and Anglo-American Curriculum Studies.
This book traces not only the key philosophical currents that structure traditional Anglo-American instrumental curriculum theory and Didaktik theories of curriculum which are lesser-known in the U.S., and the divide between them, but also the opportunit.
| Clasificación: | Libro Electrónico |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor & Francis,
2006.
|
| Colección: | Studies in curriculum theory.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Subjectivity, Curriculum, and Society : |b Between and Beyond the German Didaktik and Anglo-American Curriculum Studies. |
| 260 | |a Hoboken : |b Taylor & Francis, |c 2006. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Studies in Curriculum Theory Series | |
| 520 | |a This book traces not only the key philosophical currents that structure traditional Anglo-American instrumental curriculum theory and Didaktik theories of curriculum which are lesser-known in the U.S., and the divide between them, but also the opportunit. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title; Copyright; Contents; Preface; 1 Introduction; Overview of the Book; 2 ""Truth as Utility"": Reconsidering the Rise of Scientific Method as a Pragmatic Precursor for Modernist Curriculum Thinking; Historical Prologue to Western Curriculum Studies: Developing the Norms of Modern Scientific Reasoning; The Actuality of Cartesianism; The Revolution in the Inquiring Mind: Method, Mathematics, and Learning; Francis Bacon: Toward a View of Science as an Intellectual Tool; ""Truth and Utility Are ... the Very Same Things"" | |
| 505 | 8 | |a The Formation of the Cartesian Method: Meta-Mathematical Rationality and Human Interests3 From Theology and Metaphysics to the Culture of Method: The Cartesian Revolution of Epistemology and Curriculum; The Advent of the Modern Era in Education: The Cartesian Curriculum as an Embodiment of Rightly Conducting One's Reason -- Reading Descartes as Educational Text; A Curricular Prerequisite: From Theology to Epistemology; The Intentional and Ideological as a Social Framework of the Intellect: The Cartesian Shift From Rational Essentialism to Instrumentalism. | |
| 505 | 8 | |a The Structure of the Cartesian CurriculumConclusion; 4 The Puritan-Protestant Disenchantment of Spirituality: The Rationalization of Religion, Inquiring Mind, and Education; Protestant Contribution to the Rise of Modern Science and Curriculum Through the Rationalization of Religion: Max Weber's Critical Account; The Bifurcation of the Protestant Movement; Calvinist-Puritan Notion of Work and the Birth of Modern Identity; Calvinist-Puritan Roots of Individualism; Calvinistic Implications for the Notions of Science, Philosophy, and Curriculum. | |
| 505 | 8 | |a 5 Curricular Predicaments of John Locke's Liberalism: Pleasure and Reason Psychology and Politics; Extending the Rules of Knowledge: John Locke and the Conditions of Human Study; The Development of Enlightenment Thinking and John Locke; ""Reason Must Be Our Last Judge and Guide in Everything"" (Book IV, CH XIX: 14); Locke, Hermeneutics, and Postmodernism; Locke and the Notion of Human Action and Self; 6 Curriculum and the Politics of Psychology: ""Conformity of Wills and Predictability of Behavior"" | |
| 505 | 8 | |a The Rationalization of Curriculum by the Psychologization of It: From Kant to Tyler and BeyondKant on Education; Herbart's Two Models for the Science of Education: The Rise of Educational Psychology; Basic Principles of Curriculum and Instruction -- The Rationale and Occidental Rationalism -- Method, Effectiveness, and Moral Concern; Psychology of Learning: Logic Without Content?; From Rationalization to Commodification; Conclusion; 7 Epilogue: Toward a Curriculum Discourse Sui Generis?; The Spiritual Framework of Instrumental Rationality. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Curriculum planning. | |
| 650 | 0 | |a Educational psychology. | |
| 650 | 0 | |a Teaching. | |
| 650 | 2 | |a Psychology, Educational | |
| 650 | 4 | |a Curriculum planning. | |
| 650 | 4 | |a Educational psychology. | |
| 650 | 4 | |a Teaching. | |
| 650 | 6 | |a Psychopédagogie. | |
| 650 | 7 | |a Curriculum planning |2 fast | |
| 650 | 7 | |a Educational psychology |2 fast | |
| 650 | 7 | |a Teaching |2 fast | |
| 758 | |i has work: |a Subjectivity, curriculum and society (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGpfG9tjwyjv8bdKKcYdcP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9780805854688 |
| 830 | 0 | |a Studies in curriculum theory. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=668740 |z Texto completo |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL668740 | ||
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