[PDF.24gi] Intellectual Advancement Through Disciplinarity: Verticality and Horizontality in Curriculum Studies (Transgressions: Cultural Studies and Education)

Intellectual Advancement Through Disciplinarity: Verticality and Horizontality in Curriculum Studies (Transgressions: Cultural Studies and Education)

[PDF.bf91] Intellectual Advancement Through Disciplinarity: Verticality and Horizontality in Curriculum Studies (Transgressions: Cultural Studies and Education)

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 | #4424573 in Books |  2007-12-14 | Original language:English | PDF # 1 |  9.21 x.55 x6.14l,.82 | File type: PDF | 264 pages

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||About the Author|William F. Pinar is Director of the Centre for the Study of Internationalization of Curriculum Studies, University of British Columbia.

Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U.S. field, drawn by progressive education's efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters' positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the a...

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