Anecdotal notes
A historical development of curriculum-making work in seven overlapping episodes
Scientific curriculum-making
Intrinsically worthwhile knowledge
Foundationalism posits curriculum should include three main types of knowledge and skills
Logical delineations between domains of knolwedge
Example: Hirst (1974): logical-mathematical, empirical, interpersonal (written and spoken communications), moral (ethics and values system), aesthetic (art, beauty, heritage, history), religious (theology, history, anthropology), and philosophy (metaphysics, epistemology, applied philosophy, critical thinking)
Distinctive mental or cognitive operations:
Example: Gardner (1983) several forms of intelligence: linguistic, logical-maths, spatial, musical, bodily, interpersonal knowledge, intrapersonal knowledge - psychological in which cognitive or mental modules that learners develop are separate from one another
Cross-cultural social distinctions:
Example: Lawton (1989) all societies have cultural sub-systems: socio-political, economic, communicative, rational, technological, moral, belief-related, aesthetic, and maturational, learners should seek to develop understanding between what's univeral/ cross-cultural and what's not
Innovative pedagogical experimentation
Socio-cultural learning
Critical pedagogy
Instrumentalism
School effectiveness/ improvement