Foundations for a post‐modern curriculum

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“…It is a process of making sense, where external perturbations, anomalies, and errors trigger internal transformations toward reorganization and new understanding (Doll, 1989). With an open systems model of the learner, the role of instruction is to support the process of meaning-making by influencing the thinking processes students use to learn and sustain motivation, rather than controlling external conditions to achieve pre-set ends.…”

“…Von Bertalanffy's (1967) Based on our own design experience and on the literature related to constructivist philosophy, higher order thinking, achievement motivation and computer-supported collaborative learning environments we have tentatively identified a set of interrelated values that may guide educators in the design of authentic learning environments. In the face of what Doll (1989) describes as an emerging post-modern agenda for curriculum the traditional ID values of replicability, reliability, communication, and control (Heinich 1984) appear increasingly restrictive. An alternative (and not necessarily mutually exclusive) set of values has emerged including mutual inquiry collaboration, multiple perspectives, pluralism, personal autonomy activity' reflectivity, generativity, authenticity, complexity, personal relevance, selfregulation, ownership, and transformation (Lebow, 1993).…”

Classroom Teaching ‘indiscipline’ and Academic Research ‘Forbidden Zones’----Analysis on Dependence of University Engineering Classroom Teaching and Academic Research

“…Both professor Zhong Qiquan [1] and Dole [2] have commented on the model and regime of current teaching. The narcissistic classic music performance or industrial teaching talked by Zhong Qiquan or tourists in the sightseeing bus told by Dole criticize an extreme deficiency of current teaching mode, which is the most significant problem in university and college education reform.…”

Complexity and action research: exploring the theoretical and methodological connections

“…That there is a growing body of literature applying complexity to management (Brodnick & Krafft, 1997;Rosenhead, 1998;Lissack, 1999;Gold, 2000;Stacey et al, 2000;Underwood, 2000;Stacey, 2001) and education (for instance, Sawada & Caley, 1985;Doll, 1986Doll, , 1989aDoll, ,b, 1997Doll, -8, 2002Iannone, 1995;Zhang & Fowler, 1996;Mintz & Yun, 1999;Bloom, 2000;Jorg, 2000Jorg, , 2001a is not surprising given its focus on evolving and changing systems, notions central to learning and teaching, as well as organisational change literature. These contexts are a particular focus of this article since they are disciplines in which action research has traditionally found a strong position.…”