In lieu of an abstract, here is a brief excerpt of the content:The Dialogic and the Aesthetic:Some Reflections on Theatre as a Learning MediumAnthony Jackson (bio)A Doll's House will be as flat as ditchwater when A Midsummer Night's Dream will still be as fresh as paint; but it will have done more work in the world; and that is enough for the highest genius, which is always intensely utilitarian.— George Bernard Shaw, "The Problem Play"1People have tried for centuries to (...) use drama to change people's lives, to influence, to comment, to express themselves. It doesn't work. It might be nice if it worked, but it doesn't. The only thing dramatic form is good for is telling a story.—David Mamet, A Whore's Profession2These two assertions, some 100 years apart, were of course meant to be contentious—but they do point to one of the recurring questions about the role that theatrical art plays in modern Western culture and nicely encapsulate the contrasting claims made by practitioners and critics alike for the "work in the world" that drama can do. On the one hand, it is argued that what is conventionally thought of as great dramatic art—while it may be imaginatively rich, aesthetically compelling, and "timeless" in its appeal—will not achieve the social impact that plays such as A Doll's House have done. Such plays have a different function. They can be directly useful to us in the "real world" beyond the theatre walls, perhaps capable of influencing that world or at least influencing the way we think about and operate in the world—but they may not, consequently, have much shelf life. A Doll's House, of course, obstinately refuses to leave both shelf and stage but in this respect may be an exception that proves the rule; the vast majority of "interventionist" dramas rarely outlive their historical moment. (A play such as Spirochete, a [End Page 104] living newspaper written in 1938 in Chicago with the aim of heightening public awareness of the widespread—but barely discussed—problem of syphilis and of the cures available, undoubtedly did much effective work in the world but remains of and for its time.3 )On the other hand, playwright David Mamet casts buckets of cold water over the whole notion of "useful" dramatic art. Let us not delude ourselves, he argues, into thinking drama is good for anything else than telling a story—the value of good dramatic storytelling is important enough as it is. It serves the art form—and possibly those we wish to influence—badly if we insist on trying to change the world using drama as our lever. A genuine work of art, it is often said, cannot be didactic or "instrumental." The novel, play, or poem that sets out to convey information or to preach a message risks surrendering those very qualities we usually value in art—complexity, multilayered meanings, richness of imagination. Jonathan Levy, in his A Theatre of the Imagination, argues that "the impulse to create theatre for children is the impulse to give a gift, without strings. It is this impulse... we should... call upon when we find ourselves in the theatre tempted to teach."4 Further, "when art is used to teach, either the teaching or the art must suffer."5 The implication is clearly that teaching and dramatic art make awkward bedfellows. It has to be one or the other, not both. The late, much missed, Lowell Swortzell took a not dissimilar line in his provocative essay on theatre-in-education, "Trying to like TIE,"6 and many practitioners of children's and young people's theatre have likewise resisted having their work categorized as educational or in any way curriculum driven. The work must have its own justification, as art, as storytelling, offering young people an experience that may complement but that is fundamentally different from anything else they get in school. Even Augusto Boal has at times appeared to reinforce the dichotomy. Arguing for a theatre that can serve the immediate needs of the marginalized, the oppressed, and the disadvantaged, he has negotiated a challenging and productive path through the artistic and socially responsive implications of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:“Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund KozaJune Boyce-TillmanJulia Eklund Koza, “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music (Ann Arbor, MI: University of Michigan Press, 2021)This is a difficult book to read not only because of its length but also its content. While reading the history of eugenics and how it played out in the (...) invention of the holocaust, I found myself feeling the nausea that I similarly feel when embarking on Margaret Attwood’s Handmaid’s Tale. I also remembered how I had used the Seashore tests of musical ability in my time teaching in London primary schools. I was faced with a common problem in UK State schools–three places for violin tuition and twenty children seeking them. The Seashore tests appeared to be the answer to the problem. The claims made for them were that they would tell me which children were likely to succeed because they had more musical ability than others. It was only in the process of using them that I realized that this was an unjustified claim. Conversations with John Sloboda revealed two other aspects that might play out in musical success. One was a moment/event which made a person fall in love with a particular instrument and want to learn it. The other was the amount of time a person would put in to practice the instrument, which in many London contexts with high-rise flats and no soundproofing [End Page 83] was extremely difficult. All that the Seashore tests showed was the third aspect involved in engagement with music, which was the ability to recognize the musical patterns of a particular culture. But what this book shows us so clearly is the danger of rating this ability to grasp the musical patterns of the Western classical musical traditions as the totality of musical ability. Beneath this is the belief that some people are innately musical but, more significantly, others are not. In my experience, musicality is a difficult area in our UK culture; people are more likely to say that they are not musical in a way that they would not in relation to any other academic discipline such as English, geography or history. In many educational contexts, I have pointed out that, if a teacher believes that some students are musical and some are not, then it is unethical to have class music lessons for everyone in the curriculum. Helpfully, in the final chapter of the book, some of these shades from the past, that still color contemporary thinking about music education, are clearly set out.To turn to the book itself, the first chapter sets out Seashore’s life as a “Mendelian hereditarian who believed that musical talent is biologically inheritable, differently bestowed, and immutable.”1 The author contextualizes the belief system in which this is rooted, discussing the American Eugenics Society, the best baby contests, and the “great man” narratives of the early to mid-twentieth century (first set out in Galton’s idea of genius). Seashore’s legacy figures in a number of academic fields, including audiology, aesthetics, educational reform, the American Psychological Society, and the National Academy of Sciences. She hopes to initiate a debate about how eugenics has, and still does have, a part in stories of both music education and education generally. She situates her work in a view of “‘the past’ as a dynamic construct created and recreated in the present.”2 She sets up a different way of remembering the past by acknowledging that past, present, and future are culturally constructed and bounded, in which she uses Foucault’s concept of power.3 She considers the role of “solid” science in supporting both eugenics and its responsibility for the Holocaust. I would recommend that anyone embarking on historical musicology read this chapter to understand the complex mechanisms which need to underpin such study.My own academic research has been about deconstructing the patriarchal values that filled my own miseducation in music history. The legacy of Galton’s construction of genius dominated my music education and when I took my professorial... (shrink)

Flat Physicalism is a theory of through and through type reductive physicalism, understood in light of recent results in the conceptual foundations of physics. In Flat Physicalism, as in physics, so-called "high level" concepts and laws are nothing but partial descriptions of the complete states of affairs of the universe. "Flat physicalism" generalizes this idea, to form a reductive picture in which there is no room for levels, neither explanatory nor ontological. The paper explains how phenomena that (...) seem to be cases of multiple realization of special sciences kinds by physical kinds are fully explains in a reductive physicalist way. Finally, the paper exemplifies the fruitfulness of this reductive approach by showing how it can account even for a case of high-level anomaly in a deterministic universe (for example anomaly of the mental, should this turn our to be a fact about the world) - a result that may be called Anomalous Physicalism. (shrink)

This book examines the importance of flat ontologies for law and sociolegal theory. Associated with the emergence of new materialism in the humanities and social sciences, the elaboration of flat ontologies challenges the binarism that has maintained the separation of culture from nature, and the human from the nonhuman. Although most work in legal theory and sociolegal studies continues to adopt a non-flat, anthropocentric and immaterial take on law, the critique of this perspective is becoming more and (...) more influential. Engaging the increasing legal interest in flat ontologies, this book offers an account of the main theoretical perspectives, and their importance for law. Covering the work of the five major theorists in the area - Gabriel Tarde, Bruno Latour, Manuel DeLanda, Karen Barad and Graham Harman - the book aims to encourage this interest, as well as to explicate the important problems of and differences between these perspectives. Flat ontologies, the book demonstrates, can offer a valuable new perspective for understanding and thinking about law. This book will appeal mainly to scholars and students in legal theory and sociolegal studies; as well as others with interests in the posthumanist turn in philosophy and social theory. (shrink)

The main contention of this article is that current approaches to ontological emergence are not comprehensive, in that they share a common bias that make them blind to some conceptual space available to emergence. In this article, I devise an alternative perspective on ontological emergence called ‘flat emergence’, which is free of such a bias. The motivation is twofold: not only does flat emergence constitute another viable way to fulfill the initial emergentist promise, but it also allows for (...) making sense of some emergence ascriptions that traditional accounts are unable to accommodate. (shrink)

The mechanistic framework traditionally comes bundled with a multi-level view. Some ascribe ontological weight to these levels, whereas others claim that characterising a higher-level entity and the corresponding lower-level mechanism are only different descriptions of the same thing. The goal of this paper is to develop a consistent metaphysical picture that can underly the latter position. According to this flat view, wholes and their parts are embedded in the same network of interacting units. The flat view preserves the (...) original virtues of the mechanistic approach and is able to avoid the problems associated with the multi-level view. (shrink)

This paper describes a version of type identity physicalism, which we call Flat Physicalism, and shows how it meets several objections often raised against identity theories. This identity theory is informed by recent results in the conceptual foundations of physics, and in particular clar- ifies the notion of ‘physical kinds’ in light of a conceptual analysis of the paradigmatic case of reducing thermody- namics to statistical mechanics. We show how Flat Physi- calism is compatible with the appearance of (...) multiple realisation in the special sciences, and how and in what sense the special sciences laws are autonomous from the laws of physics, despite the full reductive picture of Flat Physicalism. We compare our view with a recent proposal by William Bechtel that accounts for the appearance of levels in mechanistic explanations. (shrink)

I resolve an argument over “flat” versus “dimensioned” theories of realization. The theories concern, in part, whether realized and realizing properties are instantiated by the same individual (the flat theory) or different individuals in a part-whole relationship (the dimensioned theory). Carl Gillett has argued that the two views conflict, and that flat theories should be rejected on grounds that they fail to capture scientific cases involving a dimensioned relation between individuals and their constituent parts. I argue on (...) the contrary that the two types of theory complement one another, even on the same range of scientific cases. I illustrate the point with two popular functionalist versions of flat and dimensioned positions – causal-role functionalism and a functional analysis by decomposition – that combine into a larger picture I call “comprehensive functional realization.” I also respond to some possible objections to this synthesis of functionalist views. (shrink)

We discuss the concepts of Weyl and Riemann frames in the context of metric theories of gravity and state the fact that they are completely equivalent as far as geodesic motion is concerned. We apply this result to conformally flat spacetimes and show that a new picture arises when a Riemannian spacetime is taken by means of geometrical gauge transformations into a Minkowskian flat spacetime. We find out that in the Weyl frame gravity is described by a scalar (...) field. We give some examples of how conformally flat spacetime configurations look when viewed from the standpoint of a Weyl frame. We show that in the non-relativistic and weak field regime the Weyl scalar field may be identified with the Newtonian gravitational potential. We suggest an equation for the scalar field by varying the Einstein-Hilbert action restricted to the class of conformally-flat spacetimes. We revisit Einstein and Fokker’s interpretation of Nordström scalar gravity theory and draw an analogy between this approach and the Weyl gauge formalism. We briefly take a look at two-dimensional gravity as viewed in the Weyl frame and address the question of quantizing a conformally flat spacetime by going to the Weyl frame. (shrink)

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's oeuvre is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective. Curriculum (...) in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally. (shrink)

Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies like No Child (...) Left Behind have dramatically increased the focus on accountability and consequently what and how teachers teach. The need to understand curriculum in relation to global religions, ethnic relations, multicultural communities, and socio-political interest groups has been magnified. Controversial issues such as biology, gender roles, academic freedom, religion and prayer in schools, gay straight alliances, GLBT literature in the curriculumstudies is theorized. In this much-anticipated and thoroughly updated edition, noted curriculum studies scholar Patrick Slattery tackles these and other issues to reflect on the current state of curriculum development and on where the field may go from here. (shrink)

There is a duality in our everyday view of belief. On the one hand, we sometimes speak of credence as a matter of degree. We talk of having some level of confidence in a claim (that a certain course of action is safe, for example, or that a desired event will occur) and explain our actions by reference to these degrees of confidence – tacitly appealing, it seems, to a probabilistic calculus such as that formalized in Bayesian decision theory. On (...) the other hand, we also speak of belief as an unqualified, or flat-out, state (‘plain belief’ as it is sometimes called), which is either categorically present or categorically absent. We talk of simply believing or thinking that something is the case, and we cite these flat-out attitudes in explanation of our actions – appealing to classical practical reasoning of the sort formalized in the so-called ‘practical syllogism’.1 This tension in everyday discourse is reflected in the theoretical literature on belief. In formal epistemology there is a division between those in the Bayesian tradition, who treat credence as graded, and those who think of it as a categorical attitude of some kind. The Bayesian perspective also contrasts with the dominant view in philosophy of mind, where belief is widely regarded as a categorical state (a token sentence of a mental language, inscribed in a functionally defined ‘belief box’, according to one popular account). A parallel duality is present in our everyday view of desire. Sometimes we talk of having degrees of preference or desirability; sometimes we speak simply of wanting or desiring something tout court, and, again, this tension is reflected in the theoretical literature. What should we make of these dualities? Are there two different types of belief and desire – partial and flat-out, as they are sometimes called? If so, how are they related? And how could both have a role in guiding rational action, as the everyday view has it? The last question poses a particular challenge in relation to flat-out belief and desire.. (shrink)

We describe which subdirectly irreducible flat algebras arise in the variety generated by an arbitrary class of flat algebras with absorbing bottom element. This is used to give an elementary translation of the universal Horn logic of algebras, and more generally still, partial structures into the equational logic of conventional algebras. A number of examples and corollaries follow. For example, the problem of deciding which finite algebras of some fixed type have a finite basis for their quasi-identities is (...) shown to be equivalent to the finite identity basis problem for the finite members of a finitely based variety with definable principal congruences. (shrink)

“Flat pre-semantics” lets each parameter of truth (etc.) be considered sepa-rately and equally, and without worrying about grammatical complications. This allows one to become a little clearer on a variety of philosophical-logical points, such as the use fulness of Carnapian tolerance and the deep relativity of truth. A more definite result of thinking in terms of flat pre-semantics lies in the articulation of some instructive ways of categorizing operations on meanings in purely logical terms in relation to various (...) parame- ters of truth (etc.); namely, closing vs. leaving open, local vs. translocal, and anchored vs. unanchored. Basic relations among these categories are established. (shrink)

We give a new proof of the subanalyticity of the regular locus of a p-adic subanalytic set, replacing use of an approximation theorem by a more natural argument based on the flatness of certain homomorphisms given by Taylor expansions of strictly convergent power series at a non-standard point of Zmp.

Paralleling the formal derivation of general relativity as a flat spacetime theory, we introduce in addition a preferred temporal foliation. The physical interpretation of the formalism is considered in the context of 5-dimensional “parametrized” and 4-dimensional preferred frame contexts. In the former case, we suggest that our earlier proposal of unconcatenated parametrized physics requires that the dependence on τ be rather slow. In the 4-dimensional case, we consider and tentatively reject several areas of physics that might require a preferred (...) foliation, but find a need for one in the process (“flowing”) theory of time. We then suggest why such a foliation might reasonably be unobservable. (shrink)

This study used a partial least squares structural equation modelling (PLS-SEM) to estimate curriculum management's direct and indirect effects on university graduate programmes' viability. The study also examined the role of institutional effectiveness in mediating the nexus between the predictor and response variables. This is a correlational study with a factorial research design. The study's participants comprised 149 higher education administrators (23 Faculty Deans and 126 HODs) from two public universities in Nigeria. A structured questionnaire designed by the researchers (...) was used for data collection. The questionnaire was duly validated with an acceptable scale and item content validity indices. The dimensionality of the instrument was determined using exploratory factor analysis (EFA). Convergent validity was based on Average Variance Extracted (AVE), whereas discriminant validity was based on Fornell-Lacker criteria and the Hetero-Trait Mono-Trait (HTMT) ratio. Acceptable composite reliability estimates of internal consistency were reached for the three sub-scales. Following ethical practices, the questionnaire was physically administered to respondents and retrieved afterwards. Smart PLS (version 3.2.9) and SPSS (version 26.0) programs were used for all the statistical analyses. This study uncovered significant direct and indirect effects of curriculum management on the viability of graduate programmes. Institutional effectiveness significantly impacted graduate programmes’ viability while mediating the nexus between curriculum management and graduate programmes’ viability. Curriculum management and institutional effectiveness jointly explained a significant proportion of graduate programmes’ viability variance. The result of this study proved that graduate programmes’ viability depends, to a great extent, on how much curriculum is managed and how effective institutions are with their services. The result of this study can enable institutions seeking to run viable graduate programmes to re-evaluate their curriculum management practices and the effectiveness of their services. (shrink)

Assume T is a small superstable theory. We introduce the notion of a flat Morley sequence, which is a counterpart of the notion of an infinite Morley sequence in a type p, in case when p is a complete type over a finite set of parameters. We show that for any flat Morley sequence Q there is a model M of T which is τ-atomic over {Q}. When additionally T has few countable models and is 1-based, we prove (...) that within M there is an infinite Morley sequence I, with I $\subset$ dcl(Q), such that M is prime over I. (shrink)

Revealing the general status quo of teacher curriculum leadership has great theoretical, policy, and practical significance. However, large-scale empirical investigations in this area are rare, and there is even less attention to the current situation of rural teacher curriculum leadership. Based on the survey of 2,966 rural teachers in 20 provinces of China, this paper presented the status quo of rural teacher curriculum leadership and examined influencing factors through multiple linear regression analysis. It was found that (...) class='Hi'>curriculum leadership of rural teachers was at a low level with backward leadership views, lack of practical ability, and low sense of identity. Regression analysis demonstrated that individual field factors had a significant impact on teachers’ curriculum leadership. Specifically, the higher the teachers’ leadership willingness, trust in others, and self-efficacy, the higher the curriculum leadership. The school field was also an important influential aspect. In particular, the formation of a common vision and teacher community by the school and the appropriate empowerment of the principal had a significant positive impact on the curriculum leadership of rural teachers. Based on these key findings, several improvement suggestions are put forward at the end, which can be used as references for other countries to develop improvement plans on rural teacher curriculum leadership. (shrink)

Let X be a set, and let $\hat{X} = \bigcup^\infty_{n = 0} X_n$ be the superstructure of X, where X 0 = X and X n + 1 = X n ∪ P(X n ) (P(X) is the power set of X) for n ∈ ω. The set X is called a flat set if and only if $X \neq \varnothing.\varnothing \not\in X.x \cap \hat X = \varnothing$ for each x ∈ X, and $x \cap \hat{y} = \varnothing$ for (...) x.y ∈ X such that x ≠ y, where $\hat{y} = \bigcup^\infty_{n = 0} y_n$ is the superstructure of y. In this article, it is shown that there exists a bijection of any nonempty set onto a flat set. Also, if W̃ is an ultrapower of X̂ (generated by any infinite set I and any nonprincipal ultrafilter on I), it is shown that W̃ is a nonstandard model of X: i.e., the Transfer Principle holds for X̂ and W̃, if X is a flat set. Indeed, it is obvious that W̃ is not a nonstandard model of X when X is an infinite ordinal number. The construction of flat sets only requires the ZF axioms of set theory. Therefore, the assumption that X is a set of individuals (i.e., $x \neq \varnothing$ and a ∈ x does not hold for x ∈ X and for any element a) is not needed for W̃ to be a nonstandard model of X. (shrink)

Future-directed intentions, it is widely held, involve behavioral dispositions. But of what kind? Suppose you now intend to Φ at future time t. Are you thereby now disposed to Φ at t no matter what? If so, your intention disposes you to Φ even if around t you will come to believe that Φ-ing would be crazy. And would not that be a crazy intention to have? – Like considerations have led Luca Ferrero and others to believe that only intentions (...) with strong internal conditions are capable of rationality. This paper explores in how far a broadly dispositional view of intention supports their claims. Its first point will come as a surprise: Intentions indeed involve dispositions toward follies in plenty. Natural objections against this bizarre-sounding claim are shown to fail, and standard counterfactual analyses of disposition locutions are shown to underpin it further. However, since the dispositions at issue are pro tanto dispositions, the consequences are not as odd as might be expected: When hedged by reasonable habits to reconsider one’s intentions, dispositions toward follies do not entail any actual crazy behavior. On balance, unconditional intention is therefore found rational after all. Dispositions toward crazy actions need not be crazy dispositions. (shrink)

A new description of gravitational motion will be proposed. It is part of the proper time formulation of physics as presented on the IARD 2000 conference. According to this formulation the proper time of an object is taken as its fourth coordinate. As a consequence, one obtains a circular space–time diagram where distances are measured with the Euclidean metric. The relativistic factor turns out to be of simple goniometric origin. It further follows that the Lagrangian for gravitational dynamics does not (...) require an interpretation in terms of curvature of space–time. The flat space model for gravitational dynamics leads to the correct predictions for the bending of light, the perihelion shift of Mercury and gravitational red-shift. The new theory is free of singularities. More important, the new formulation of gravitational dynamics restores the validity of the principle of addition of potentials. One therefore can find solutions for static gravitational configurations for which it is difficult to find the solution of the corresponding Einstein equations. The method will be illustrated by means of the orbital precession for non-spherical stellar mass distributions. In case of the bipole mass distribution the agreement with the predictions of the general theory of relativity is very striking. Nevertheless, the new model is far more simple. (shrink)

A review of Jeffrey Burton Russell's book that demonstrates conclusively that the idea the earth was flat is a founding myth in the history of science. Hardly *any* scholar ever believed it.

This highly anticipated second edition of The Curriculum Studies Reader retains key features of the successful first edition while incorporating an updated introduction and new, timely essays. Grounded in historical essays, the volume provides context for the growing field of curriculum studies, reflects upon the trends that have dominated the field, and samples the best of current scholarship. This thoughtful combination of essays provides a survey of the field coupled with concrete examples of innovative curriculum, and an (...) examination of contemporary topics like HIV/AIDS education and multicultural education. (shrink)

This book explores the complexities of curriculum studies by taking into account African perspectives of curriculum theory, curriculum theorising and the theoriser. It provides alternative pathways to the curriculum discourse in Africa by breaking traditions and experimenting on alternative approaches.

In this essay I consider the device of depthlessness in film. I am interested in particular in the ways in which this device can determine, or at least raise questions about, the nature of the fictional world. Taking my cue from two films from the turn of the century – Gary Ross' 1998 film Pleasantville and Matthieu Kassovitz' 1995 La Haine – as well as, more broadly, arts historical and cultural theoretical debates, where rather more attention has been devoted to (...) the issue of depthlessness, I focus on moments in which depth, that is, in Andre Bazin's oft-cited words, the “continuity” of the fictional realm, is flattened so as to trace the correlation between depthlessness and the ontology of the fictional world. The two strategies I look at are shallow focus and the dolly zoom. What I intend, here, is to offer some first, superficial, reflections that may allow us to begin thinking about this cinematic notion of the depthless as a device and concept in its own right, with its own ration... (shrink)

Lehar's revival of phenomenology and his all-encompassing Gestalt Bubble model are ambitious and stimulating. I offer an illustrated caution about phenomenology, a more fractured alternative to his Bubble model, and two lines of phenomena that may disqualify his isomorphism. I think a perceptual-inquiry model can contend.

This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that (...) is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples? This volume addresses elements of reason, nonreason, becoming, dissipation, violence, uncertainty, transcendence, love, and death in order to come to a critical understanding of the relationship between knowledge and knower from these multiple perspectives. (shrink)

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? This book speaks to these questions and extends the conversation on various directions in curriculum studies through the work of 24 scholars who explore the moment in curriculum studies.

This contribution first searches for historical and empirical evidence for whether and how curricula act or acted as a measure of public education. The problem is explicated on account of a short history of curriculum work and distinguished in a analytical, a political, programmatical and practical discourse of curriculum work. Curriculum work always underlies premises of planning, learning and effects. Three models are finally developed and brought in touch with the different discourses. Curriculum work proves to (...) be an attempt to make publicly acceptable the empirically impossible accountability of schools. (shrink)

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality (...) I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. (shrink)

Philosophy and curriculum planning.--The nature and structure of curriculum objectives.--Liberal education and the nature of knowledge.--Realms of meaning and forms of knowledge.--Language and thought.--The forms of knowledge re-visited.--What is teaching?--The logical and psychological aspects of teaching a subject.--Curriculum integration.--Literature and the fine arts as a unique form of knowledge.--The two-cultures, science and moral education.--Morals, religion and the maintained school.

One of the most pressing issues in the urban ghettos of the Cape Flats is that of gangsterism and the discourse of power and powerlessness that is its lifeblood. Media coverage over the past two years was littered with news on gangsterism as the City of Cape Town struggles to contain what some labelled a pandemic. It is a pandemic that is closely tied to a deprivation trap of poverty, marginalisation, isolation, unemployment and, ultimately, powerlessness. The latter concept of powerlessness (...) and its interplay with these factors constituted the main thrust of this article as it explores the concept of power as deeply relational with the economic, psycho-social and spiritual dimensions. It is proposed that Kingdom power challenges the status quo within such contexts and offers the church an alternative framework within which to engage prophetically. (shrink)

Curriculum theorists are, among other things, engaged in attempts at producing models of curriculum design and/or curriculum development. Such attempts, according to Robin Barrow, aim at establishing "a set of ideal steps that will both lead to coherent proposals for curriculum change and, when incorporated in the curriculum proposal, enable it to be successfully adopted." Establishing such "a set of ideal steps" involves a consideration of needs, practical constraints, curriculum content and curriculum planning. (...) Such projects also include a formulation of curriculum objectives, ways of implementing objectives and methods of evaluating the success or failure of achieving these objectives. In this paper I propose to reflect on the nature of objectives by focusing on the following questions: 1. Are objectives part of the curriculum? 2. What constitutes a meaningful objective? (shrink)

This chapter presents a brief background of curriculum knowledge in England. The idea of ‘relations’ being ‘between’ things pushes one into a ‘this’ and ‘that’ (and maybe ‘and the other’) thinking space. In Jacques Derrida's famous words: ‘Deconstruction is justice’. The responsibility of deconstruction is to disrupt those taken‐for‐granted meanings of curriculum discourses by opening them up and releasing them from their metaphysical assumptions to see what or who may have been overlooked, marginalised and omitted in the process (...) of curriculum‐making. The new model of knowledge formulated in The Schools White Paper for the General Certificate in Secondary Education examinations (GCSE6) is located within a challenging curriculum framework in which grade boundaries are raised, end‐of‐module examinations are replaced with end‐of‐course examinations and opportunities to re‐sit examinations through the course of the programme of study are removed. (shrink)

Used as the basis of the program at the Equinox Holistic Alternative School in Toronto, The Holistic Curriculum advocates for an integrative approach to teaching and learning with a focus on developing a deep connection between mind and body.

Extreme Curriculum Makeover: A Hands-On Guide for a Learner-Centered Pedagogy explores how to develop a learner-centered pedagogy through specific strategies that can be implemented in any classroom, at any grade level, and that can transform the traditional learning environment into one where the students themselves acquire the tools, the skills, and, more importantly, the motivation to become lifelong learners.

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different (...) kinds of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples. (shrink)

The main burden of this paper is to point up what are considered to be serious shortcomings in Barrow's [1] argument that the ‘philosophically competent’ head should control a school's curriculum policy. At the same time, whilst exigencies of space prohibit a comprehensive defence of ‘participatory decision-making’ and its pertinence for schools [2], it will be argued that curriculum policy is best controlled by governing bodies of the type proposed by the Taylor Committee [3], given, of course, that (...) such bodies must operate within a framework of national and local authority policy. (shrink)

This paper exhibits a general and uniform method to prove axiomatic completeness for certain modal fixpoint logics. Given a set Γ of modal formulas of the form γ, where x occurs only positively in γ, we obtain the flat modal fixpoint language by adding to the language of polymodal logic a connective γ for each γΓ. The term γ is meant to be interpreted as the least fixed point of the functional interpretation of the term γ. We consider the (...) following problem: given Γ, construct an axiom system which is sound and complete with respect to the concrete interpretation of the language on Kripke structures. We prove two results that solve this problem.First, let be the logic obtained from the basic polymodal by adding a Kozen–Park style fixpoint axiom and a least fixpoint rule, for each fixpoint connective γ. Provided that each indexing formula γ satisfies a certain syntactic criterion, we prove this axiom system to be complete.Second, addressing the general case, we prove the soundness and completeness of an extension of . This extension is obtained via an effective procedure that, given an indexing formula γ as input, returns a finite set of axioms and derivation rules for γ, of size bounded by the length of γ. Thus the axiom system is finite whenever Γ is finite. (shrink)