The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation

Journal of Curriculum Studies

Volumn 40, Issue 3, 2008, Pages 313-328

  Osberg, Deborah ^a   Biesta, Gert ^a  

^a NONE

Author keywords

Complexity; Curriculum; Emergence; Enculturation; Representational epistemology; Schooling

Indexed keywords

EID: 46249104094     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220270701610746     Document Type: Article

References (23)

1. Apple, M. W. (1993) Official Knowledge: Democratic Education in a Conservative Age, Routledge, New York
2. Arendt, H. (1958) The Human Condition, University of Chicago Press, Chicago
3. Bereiter, C. (1997) Situated cognition and how to overcome it. Situated Cognition: Social, Semiotic, and Psychological Perspectives, pp. 281-300. Lawrence Erlbaum Associates, Hillsdale, NJ
4. Bereiter, C. (2002) Education and Mind in the Knowledge Age, Lawrence Erlbaum Associates, Mahwah, NJ
5. Bereiter, C. (2002) Artifacts, canons, and the progress of pedagogy: A response to contributors. Liberal Education in a Knowledge Society, pp. 223-244. Open Court, Chicago
6. Biesta, G. (1999) Radical intersubjectivity: Reflections on the 'different' foundation of education. Studies in Philosophy and Education, 18:4, pp. 203-220.
7. Biesta, G. (2004) 'Mind the gap!' Communication and the educational relation. No Education Without Relation, pp. 11-22. Peter Lang, New York
8. Biesta, G. (2006) Beyond Learning: Democratic Education for a Human Future, Paradigm Publishers, Boulder, CO
9. Biesta, G. and Burbules, N. C. (2003) Pragmatism and Educational Research, Rowman & Littlefield, Lanham, MD
10. Biesta, G. and Osberg, D. (2007) Beyond re/presentation: A case for updating the epistemology of schooling. Interchange, 38:1, pp. 15-29.
11. Caputo, J. D. (1987) Radical Hermeneutics: Repetition, Deconstruction, and the Hermeneutic Project, Indiana University Press, Bloomington, IN
12. Cilliers, P. (1998) Complexity and Postmodernism: Understanding Complex Systems, Routledge, London
13. Davis, B. (2004) Reinventions of teaching: Expanding the space of the possible. Inventions of Teaching: A Genealogy, pp. 179-184. Lawrence Erlbaum Associates, Mahwah, NJ
14. Davis, B. and Sumara, D. J. (2006) Complexity and Education: Inquiries into Learning, Teaching, and Research, Lawrence Erlbaum Associates, Mahwah, NJ
15. Davis, B., Sumara, D. J. and Luce-Kapler, R. (2000) Engaging Minds: Learning and Teaching in a Complex World, Lawrence Erlbaum Associates, Mahwah, NJ
16. Derrida, J. (1976) Of Grammatology, Johns Hopkins University Press, Baltimore, MD
17. Dewey, J. (1984) Individuality and experience. Later Works of John Dewey, 1925-1953, Vol. 2: 1925-1927, pp. 55-61. Southern Illinois University Press, Carbondale, IL
18. Dreyfus, H. L. (2004) Heidegger and Foucault on the subject, agency and practices, Department of Philosophy, University of California, Berkeley, CA, USA
19. Nancy, J. -L. (1991) Introduction. Who Comes After the Subject?, pp. 1-8. Routledge, London
20. Osberg, D. and Biesta, G. J. J. (2007) Beyond presence: Epistemological and pedagogical implications of 'strong' emergence. Interchange, 38:1, pp. 31-51.
21. Osberg, D., Biesta, G. and Cilliers, P. (2007) From representation to emergence: Complexity's challenge to the epistemology of schooling. Educational Philosophy and Theory in press
22. Popper, K. R. (1972) Objective Knowledge: An Evolutionary Approach, Clarendon Press, Oxford
23. Ulmer, G. L. (1985) Applied Grammatology: Post(e)-pedagogy from Jacques Derrida to Joseph Beuys, Johns Hopkins University Press, Baltimore, MD