Chapter 6- Curriculum Theory

The Meaning of Theory

A symbolic construction that is designed to bring generalizable facts or laws into systematic connection (Snow)

Sources of Curriculum Theory

Philosophy Change Theory Organizational Development Theory Group Behavior Non-mainstream

Bases of Curriculum Theorizing

Scientific Theory– logically connected statements that

generalize to and offer explanations of particular cases

Philosophical and Humanistic Theory– assumptions or beliefs that explain what

ought to be

Theoria

Wakefulness of mind Pure viewing of truth

Functions of Theory

Description Prediction Explanation Guidance

Theory Building

Induction Deduction

Steps in Theory Building

Defining Terms Classifying

Beauchamp’s Process of Building TheoryFormulation of definitionsClassification of relevant information into homogeneous categoriesUtilization of inductive and deductive processesMaking of inferences and predictions and testing themDevelopment of models

Sub-theory formation

Early Curriculum Theory

Bobbitt– Systematic Acitvity

Dewey– Stages of Human Development

Theory at Mid-Century

Maccias’– Curriculum as Praxis

Johnson– Series of Intended Learning Outcomes

McDonald– Interacting Systems

Traditionalists Conceptual Empiricists Reconceptualists/ Critical Theorists Postmodernists

Metaphors and Theoretical Camps

Service to practitioners Structural Theorizing

Traditionalists

Theory produced through research Substantive Theorizing

Conceptual Empiricists

Distance between theory and practice Liberation

Reconceptualists/ Critical Theorists

Many ways to interpret or theorize about curriculum

Postmodernists

Curriculum Inquiry Conceptualizing the Task

Directions for the Future

A Balanced Approach