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For a more complete treatment of the principles of theoretic enquiry, see Schwab, J. J
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For a more complete treatment of the principles of theoretic enquiry, see Schwab, J. J. (1960) What do scientists do? Behavioural Science, 5, 1-27; Schwab, J. J. (1964) The structure of the natural sciences. In G. W. Ford and L. Pugno (eds.), The Structure of Knowledge and the Curriculum (Chicago: Rand McNally), 31-49.
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(1960)
What do scientists do? Behavioural Science
, vol.5
, pp. 1-27
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2
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0002571717
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The structure of the natural sciences
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In G. W. Ford and L. Pugno (eds.) (Chicago: Rand McNally)
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Schwab, J. J. (1964) The structure of the natural sciences. In G. W. Ford and L. Pugno (eds.), The Structure of Knowledge and the Curriculum (Chicago: Rand McNally), 31-49.
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(1964)
The Structure of Knowledge and the Curriculum
, pp. 31-49
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Schwab, J.J.1
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84886019372
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A reconstructionist view of education
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In P. H. Phenix (ed.) (New York: John Wiley & Sons) 620 J.J. SCHWAB
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Brameld, T. (1961) A reconstructionist view of education. In P. H. Phenix (ed.), Philosophies of Education (New York: John Wiley & Sons), 106. 620 J.J. SCHWAB
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(1961)
Philosophies of Education
, vol.106
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Brameld, T.1
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4
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84885996536
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Social construction through education
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In J. M. Rich (ed.) (Belmont, Calif: Wads-worth Publishing)
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Rugg, H. (1966) Social construction through education. In J. M. Rich (ed.), eadings in the Philosophy of Education (Belmont, Calif: Wads-worth Publishing), 112.
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(1966)
Eadings in the Philosophy of Education
, pp. 112
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Rugg, H.1
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It should be clear by now that 'theory' as used in this paper does not refer only to grand schemes such as the General Theory of Relativity, kinetic-molecular theory, the Bohr atom, the Freudian construction of a tripartite psyche. The attempt to give an account of human maturation by the discrimination of definite states (e.g. oral, anal, genital) and the effort to aggregate human competences into a small number of primary mental abilities--these too are theoretic. So also are efforts todiscriminate a few large classes of persons and to attribute to them defining behaviors: e.g. the socially mobile, the culturally deprived, the creative
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It should be clear by now that 'theory' as used in this paper does not refer only to grand schemes such as the General Theory of Relativity, kinetic-molecular theory, the Bohr atom, the Freudian construction of a tripartite psyche. The attempt to give an account of human maturation by the discrimination of definite states (e.g. oral, anal, genital) and the effort to aggregate human competences into a small number of primary mental abilities--these too are theoretic. So also are efforts todiscriminate a few large classes of persons and to attribute to them defining behaviors: e.g. the socially mobile, the culturally deprived, the creative.
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It will be clear from these remarks that the conception of curricular method proposed here is immanent in the Tyler rationale. This rationale calls for a diversity of talents and insists on the practical and eclectic treatment of a variety of factors. Its effectiveness in practice is vitiated by two factors. First, its focus on 'objectives', with their great ambiguity and equivocation, provides far too little of the concrete matter required for deliberation and leads only to delusive consensus. Second, those who use it are not trained for the deliberative procedures it requires
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It will be clear from these remarks that the conception of curricular method proposed here is immanent in the Tyler rationale. This rationale calls for a diversity of talents and insists on the practical and eclectic treatment of a variety of factors. Its effectiveness in practice is vitiated by two factors. First, its focus on 'objectives', with their great ambiguity and equivocation, provides far too little of the concrete matter required for deliberation and leads only to delusive consensus. Second, those who use it are not trained for the deliberative procedures it requires.
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