The quest for method: the legacy of Peter Ramus

Triche, Stephen; McKnight, Douglas

doi:10.1080/00467600410001648751

Cited by 30 publications

(21 citation statements)

References 2 publications

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“…Jayne Fleener's Curriculum Dynamics (2002) as 11 The Puritan Protestants and the Wesleyan Methodists--rejecting the authority of King and Pope--were strong adherents to Method as 'the Way'--the one and only way. 12 The hero worship of the Colonial Puritans (again see Triche & McKnight, 2004) is really quite amazing. Not only were most theses done at Harvard College in the 1600s and 1700s filled with Ramus influences and citations, but at Perry Miller (1953) points out, it was Ramus to whom 'the Congregational theorist resorted', for every vexing question (Miller in Doll et al, 2005, p. 27).…”

Section: Chaotic Ordermentioning

confidence: 99%

“…The notion of curriculum as a uniform and predetermined set of courses all students in the university would follow (for the purpose of acquiring basic mastery in a subject or field) did not come until the early 17th century when Leiden and Glasgow adopted Ramus' uniform method. (See Triche & McKnight, 2004. ) 3 The Latin writings say: TABLE OF THE ARTS WHICH WE HAVE LISTED IN THIS VOLUME In the Philosophic Discipline of P. Ramus, Consider:…”

mentioning

confidence: 99%

“…The individualism verging on hero-worship [of the great teachers] of early humanism gave way in the early seventeenth century to an ideology of routine, order, and above all, 'method'. (p. 123) This sense of method being an ideology has been explored by myself and colleagues elsewhere (Doll & Gough, 2002;Doll et al, 2005;Triche & McKnight, 2004). There is no better word I know than ideology to explain the fascination, captivation even, Protestant thought had with an ordered and routine 'method '.…”

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confidence: 99%

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Complexity and the Culture of Curriculum

Doll¹

2012

COMPLICITY

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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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Section: Chaotic Ordermentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Complexity and the Culture of Curriculum

Doll¹

2012

COMPLICITY

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“…There is now wide agreement (see Triche & McKnight, 2004) that the sixteenth century protestant logician Ramus (Pierre de la Ramée) is a major figure in the history of this traditional curriculum. This comes out forcibly in David Hamilton's (1990) Curriculum History.…”

Section: Puritan Originsmentioning

confidence: 97%

Reassessing 1960s philosophy of the curriculum

White¹

2005

London Review of Education

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A prominent thesis of British philosophy of education in the 1960s was that the pursuit of different forms of knowledge is central to education. The fact that the thesis is difficult to justify philosophically raises questions about its historical provenance. The idea of such a curriculum can be traced back through the history of the middle-class curriculum to the education of dissenters in the eighteenth century and further back still to sixteenth-century Ramism. There are indications that some leading 1960s philosophers of education were affected, positively or negatively, by these older religious ideas, but it is not clear how much should be made of this.

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“…With a history dating back to the 1500s (Triche & McKnight, 2004), curriculum mapping has been regularly used in K-12 schools since late 1980's to communicate and coordinate curriculum development, identify gaps, align course content with educational standards, and standardize core curriculums (Jacobs, 1997;Koppang, 2004). This method was quickly adopted by higher education, where academics realized the value of looking at the curriculum holistically to determine if key concepts were being addressed throughout a student's educational career (Archambault & Masunaga, 2015).…”

Section: Curriculum Mapping In Businessmentioning

confidence: 99%

Mapping industry standards and integration opportunities in business management curricula

Phillips

Howard

Vaaler

et al. 2019

Journal of Business & Finance Librarianship

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Industry standards have a significant impact on business as a means to eliminate waste, reduce costs, market products (e.g., for quality, safety, interoperability) and lessen liability (Thompson, 2011). Consequently, an understanding and the ability to use standards, agreed upon practices among interested or vested parties, is a critical workplace competency for those engaged in business and industry. To have a workforce competent in the use of standards, higher education curricula must be developed to integrate standards education at appropriate points within the curriculum. Despite the importance of standards, they are not universally integrated into the college and university curricula. Given the widespread use of standards in business and industry, a study was undertaken by four academic librarians (two business librarians and two engineering librarians) to explore the use and potential integration of standards in undergraduate business management curricula. This was accomplished through curriculum mapping of two top-ranked undergraduate business management programs. Syllabi of the two undergraduate business management programs were examined for pre-established terms (e.g., ISO, standards), as well as potential opportunities for integration of standards in the future. Of the 62 courses examined only five (or 8%) specifically mentioned standards; however, half of the courses examined were found to have potential for the integration of standards across nine business curriculum areas: business and management strategy, business law, ethics and social responsibility, human resources, information systems, international/global, marketing, process/product development, and project management. This study found that few undergraduate business management courses specifically taught or used standards based on the syllabi, but considerable potential exists for the integration of standards into undergraduate business management courses.

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The quest for method: the legacy of Peter Ramus

Cited by 30 publications

References 2 publications

Complexity and the Culture of Curriculum

Complexity and the Culture of Curriculum

Reassessing 1960s philosophy of the curriculum

Mapping industry standards and integration opportunities in business management curricula

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