Curriculum and Study
(2004). Curriculum and Study. Journal of Curriculum and Pedagogy: Vol. 1, No. 1, pp. 21-24.
Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership
This article presents a general theoretical framework for curriculum studies, Didaktik and educational leadership that builds upon strengths and limitations of these traditions, respectively, in Europe and the United States. Methodologically, a meta-theoretical level is used with two guiding core questions: (1) the relation between education and society and (2) the nature of educational influence on the interactive level. On the first question, a nonhierarchical position is defended as it offers a foundation for discursive institutionalism valuable for understanding school work. The second question is handled by three classic education concepts – recognition, summoning to self-activity and Bildsamkeit, as these support a non-affirmative view of educational influence for democratic education. We conclude that this theoretical framework allows us to more coherently conceptualise curriculum work, educational leadership and teaching.
The educational innovators
VOLUME 1: The Educational Innovators, 1750-1880 W.A.C.Stewart & W.P.McCann (1967) xvi, 370pp + 36 illustrations inc. index PART ONE: 1750-1850: THE EIGHTEENTH CENTURY: EXPERIMENT AND ENLIGHTENMENT Early Experiments: W.Gilpin & D.Manson Rousseau and English Education in the Late Eighteenth Century David Williams and the Laurence Street Academy THE INDUSTRIAL REVOLUTION AND AFTER Robert Owen and the New Lanark Schools The Followers of Owen: Working-class Educators and Utopians The Hills and Hazelwood School King's Somborne School CONTINENTAL INFLUENCES Pestalozzi, Fellenberg, and English Education Lady Byron, E.T.Craig and Ealing Grove School Dr. Charles Mayo and Cheam School, 1826-46 Kay-Shuttleworth and the Continental Reformers SOME GENERAL THEMES Labour and Education, 1780-1850 Rewards and Punishments, 1780-1850 The Teaching of Young Children: James Buchanan and Samuel Wilderspin EPILOGUE: 1750-1850 PART TWO: 1850-1880 THE EDUCATION MADNESS New Influences and the Intelligentsia Henry Morley's School Johannes Ronge and the Humanistic Schools Barbara Bodichon's School The International School: Free Trade and Education William Ellis and the Birkbeck Schools EPILOGUE: 1850-1880 Index VOLUME 2 The Educational Innovators: Progressive Schools, 1881-1967 W.A.C. Stewart (1968) xvi, 392pp + 34 illustrations inc. index and bibliography PART ONE: DATA The Growth of Schools 1889-1898 Merging into Educational Radicalism 1898-1918 New Schools and Europe 1890-1918 Preface to the Post-War Surgence The Post-War Surgence: The Twenties: Beginnings of the New Psychology The Post-War Surgence: The Twenties: The Wave of New Psychology The Post-War Surgence: The Twenties: The New Communities: Dartington and Beacon Hill The Post-War Surgence: The Twenties: Rudolf Steiner and Anthroposophy The Slackening Tide: Bryanston The Slackening Tide: The Thirties and Gordonstown The Second World War: Wennington The International Movement in Progressive Education PART TWO: THREE HEADMASTERS Cecil Reddie and Abbotsholme J.H. Badley and Bedales A.S. Neill and Summerhill PART THREE: SOME FACTS, FIGURES AND INTERPRETATIONS PART FOUR: CONCLUSION Bibliography Index