Anecdotal notes

A historical development of curriculum-making work in seven overlapping episodes

  1. Scientific curriculum-making

  2. 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

  1. Innovative pedagogical experimentation

  2. Socio-cultural learning

  3. Critical pedagogy

  4. Instrumentalism

  5. School effectiveness/ improvement