Literaturnachweis - Detailanzeige
Autor/in | Aoki, Ted T. |
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Titel | Legitimating Lived Curriculum: Towards a Curricular Landscape of Multiplicity. |
Quelle | In: Journal of Curriculum and Supervision, 8 (1993) 3, S.255-68 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0882-1232 |
Schlagwörter | Educational Philosophy; Elementary Secondary Education; Experiential Learning; Higher Education; Interdisciplinary Approach; Science Curriculum; Teacher Responsibility; Theory Practice Relationship |
Abstract | Contrasts the instrumental character of traditional curriculum plans with the retextured curricular landscape inhabited by a hypothetical fifth-grade teacher struggling to help individual students learn. The idea is to teach science as a humanity, so that a privileged technoscientific mindset can be demystified and the multiplicity of human endeavors and "otherness" can be celebrated. (15 references) (MLH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |