Complexifying the poetic:  toward a poiesis of curriculum

Trueit, Donna

doi:10.31390/gradschool_dissertations.2988

“…In this book I posit new terrains and theoretical situations. ICT participates in the complicated conversation (see Pinar, 2000;Trueit, 2000)-that cannot bend under the yoke of Western academicism-challenging Western curriculum epistimicides and alerting us of the need to respect and incorporate non-Western epistemes. William Pinar (2000Pinar ( , 2013 acknowledges the influential synopticality of ICT in his recent Curriculum Studies in the United States.…”

Section: Whose Critical Curriculum Theory Anyway!mentioning

confidence: 99%

Conflicts in Curriculum Theory

Paraskeva¹

2021

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I tried to see education, specifically curriculum, through different lens, and on this, Paraskeva follows my lead. (Huebner-Foreword Second Edition) xxi xxii ACKNOWLEDGMENTS SECOND EDITION my life. Unfortunately, they did not live enough to see the completion of this 2nd edition, which resulted from many of our interesting discussions that are quite visible in this volume. The reader will inevitably identify in this work silences, omissions, and oversimplifications, for which I take absolute responsibility. This book would not have been possible without a great deal of help from many people. I owe a great deal to

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“…14 Again, I know of no better work than that of Triche and McKnight (2004) to help one understand the nature of Ramus' method and its connection to the 'textbookizing' of knowledge. For an understanding of conversation--its history, power, possibility, and subjugation to the written word--see Donna Trueit, 2005. It is interesting to note that American pragmatism's 'scientific method', with its emphasis not only on an idea's practical results but also on the origins of an idea in an individual's day-to-day experience, including an accumulation of pre-and sub-conscious registers, sidesteps Ramus' knowledge/person dichotomy. (See Trueit, in preparation, 'Beyond Simple Order'.…”

Section: Chaotic Ordermentioning

confidence: 99%

“…He posits that turbulence, particularly thermodynamic turbulence, with its unstable dynamic and dissipative heat structures actually gives birth to new structures. In Donna Trueit's (2005) sense, the new emerges from (indeed needs) the imbalance of a dissipative structure. Rather than being conformable to itself in a simple sense, our universe is complexly conformable, continually recreating and transforming itself through the dynamic activity of dissipative structures.…”

Section: Chaotic Ordermentioning

confidence: 99%

Complexity and the Culture of Curriculum

Doll Jr

2012

COMPLICITY

0

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This paper has two main foci: (1) the history of curriculum design, and (2) implications from the new sciences of chaos and complexity for the development of new forms of curriculum design and teaching implementation. Regarding the first focus, the paper posits that there exist—to use Wittgenstein’s phrase—‘family resemblances’ between Peter Ramus’ 16th century curriculum design and that of Ralph Tyler in the 20th century. While this 400-year linkage is by no means linear, there are overlapping strands from Ramus to Comenius to the Puritans to colonial New England to Horace Mann to Ralph Tyler. What unites these strands, all belonging to the Protestant Methodization movement that swept across northern Europe into colonial America and the USA, is the concept of Method. Taylor’s ‘time and motion’ studies set the stage for Tyler’s Basic Principles of curriculum design—those starting with set goals and concluding with measured assessment. The second focus draws on the new sciences of chaos and complexity to develop a different sense of curriculum and instruction—open, dynamic, relational, creative, and systems oriented. The paper concludes with an integration of the rational/scientific with the aesthetic/ spiritual into a view of education and curriculum informed by complexity.

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Complexity and the Culture of Curriculum

Doll¹

2012

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This paper has two main foci: (1) the history of curriculum design, and (2) implications from the new sciences of chaos and complexity for the development of new forms of curriculum design and teaching implementation. Regarding the first focus, the paper posits that there exist—to use Wittgenstein’s phrase—‘family resemblances’ between Peter Ramus’ 16th century curriculum design and that of Ralph Tyler in the 20th century. While this 400-year linkage is by no means linear, there are overlapping strands from Ramus to Comenius to the Puritans to colonial New England to Horace Mann to Ralph Tyler. What unites these strands, all belonging to the Protestant Methodization movement that swept across northern Europe into colonial America and the USA, is the concept of Method. Taylor’s ‘time and motion’ studies set the stage for Tyler’s Basic Principles of curriculum design—those starting with set goals and concluding with measured assessment. The second focus draws on the new sciences of chaos and complexity to develop a different sense of curriculum and instruction—open, dynamic, relational, creative, and systems oriented. The paper concludes with an integration of the rational/scientific with the aesthetic/ spiritual into a view of education and curriculum informed by complexity.

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Complexifying the poetic: toward a poiesis of curriculum

Cited by 6 publications

References 100 publications

Conflicts in Curriculum Theory

Conflicts in Curriculum Theory

Complexity and the Culture of Curriculum

Complexity and the Culture of Curriculum

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