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Common Sense and the Curriculum.

Author: Robin Barrow
Publisher: Hoboken : Taylor & Francis, 2012.
Series: Routledge library editions., Education.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
This book addresses the question 'What should be taught in schools and why?'. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive and stringent critique of a variety of principles for the selection of curriculum content, with particularly important sections on deschooling and the hidden culture curriculum theory. The final chapter contains the  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Barrow, Robin.
Common Sense and the Curriculum.
Hoboken : Taylor & Francis, ©2012
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Robin Barrow
ISBN: 9780203815694 0203815696
OCLC Number: 798531448
Description: 1 online resource (177 pages).
Contents: Common Sense and the Curriculum; Copyright; Common Sense and the Curriculum; Original Copyright; Contents; Introduction; Part 1: Critical comments on curriculum theory; Chapter 1 Towards a Worthwhile Curriculum; i Who are the curriculum experts?; ii Philosophy and the curriculum; iii Cultural determinism; iv Integration; v Conclusion; Chapter 2 Alternative Approaches to the Curriculum; i Practical teaching objectives and contingent values (S. Nisbet); ii Intrinsic value (G.H. Bantock and R.S. Peters); iii Forms of Knowledge (P.H. Hirst). Iv Child-centred curricula (J.J. Rousseau and A.S. Neill)v Deschooling (P. Goodman); vi The hidden culture curriculum theory; vii J.P. White's category distinctions; viii Conclusion; Part 2: A positive theory of curriculum; Chapter 3 A 'Worthwhile' Chapter; i J.P. White's account of intrinsic value; ii The meaning of utilitarianism; iii What is worthwhile? The utilitarian thesis; iv Literature, bingo and the educationally worthwhile; Chapter 4 The Curriculum; i Introduction; ii Primary stage; a. Health training and education; b. Moral training; c. Numeracy and literacy; d. Summary. Iii Secondary stagea. Natural sciences; b. Mathematics; c. Religion; d. Fine arts; e. History; f. Literature; iv Tertiary stage; a. Vocational studies; b. Social studies; c. Options; v Quaternary stage philosophy; vi Conclusion; Index.
Series Title: Routledge library editions., Education.

Abstract:

This book addresses the question 'What should be taught in schools and why?'. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive and stringent critique of a variety of principles for the selection of curriculum content, with particularly important sections on deschooling and the hidden culture curriculum theory. The final chapter contains the positive curricular recommendations, with virtually every candidate for curriculum time examined and assessed in respect of its educational worth.

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