Series Editor: O. L. Davis, Jr. The University of Texas at Austin
In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of “pursuit.” Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid’s goal is to persuade readers to engage in the age-old practice of deliberation.
Wesley Null introduces readers to Reid’s book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid’s text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid’s book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America’s schools.
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J. WESLEY NULL is a curriculum theorist, educational historian, and teacher educator at Baylor University. He holds appointments as an Assistant Professor in the School of Education and the Honors College. He earned his B.S. and M.Ed. degrees from Eastern New Mexico University. In 2001, he completed his Ph.D. degree at The University of Texas at Austin, where he studied curriculum theory and the history of education. At Baylor, Null teaches curriculum and foundations of education in the School of Education and social science and great texts in the Honors College. He also teaches teacher education courses each semester at Waco High School. Null is co-editor, with Diane Ravitch, of Forgotten Heroes of American Education: The Great Tradition of Teaching Teachers (IAP, 2006). He is also the author of A Disciplined Progressive Educator: The Life and Career of William Chandler Bagley (Peter Lang, 2003), and a co-editor (with three others) of Readings in American Educational Thought: From Puritanism to Progressivism (IAP, 2004). He serves as Editor of the American Educational History Journal.
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Book Description Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Providing a discussion of curriculum and liberal education, this work compares curriculum making to the idea of pursuit. It argues that curriculum is not something that we own or possess in a material sense rather, it is an achievement that anyone invo. Seller Inventory # 4224861
Book Description Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of 'pursuit.'Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid's goal is to persuade readers to engage in the age-old practice of deliberation. Wesley Null introduces readers to Reid's book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid's text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid's book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America's schools. Seller Inventory # 9781593115081