Subjectivity, Curriculum, and Society
Between and Beyond the German Didaktik and Anglo-American Curriculum Studies
By Tero Autio
Routledge – 2006 – 192 pages
In this book Tero Autio traces not only the key philosophical currents that structure traditional Anglo-American instrumental curriculum theory and Didaktik theories of curriculum which are lesser-known in the U.S., but also the divide between them and, implicitly, the opportunities for traversing this divide. Using careful historical and theoretical exposition to work through the tension between the two intellectual traditions, he describes a different perspective--one that counters the current move toward politicization and commodification. Autio's articulation of the complexity, intellectual honesty, and educational value of theoretical breakthroughs over the past few decades, especially in the American field of curriculum studies, leads to a better understanding of the complicated nature of curriculum work, as contrasted with the simplified demands of actual curriculum theory, policy, and practice worldwide.
This original work of great intellectual power and theoretical significance is an essential text for scholars in the fields curriculum studies, philosophy of education, and comparative education and for graduate-level courses in these areas.
Contents: Preface. Introduction. "Truth As Utility": Reconsidering the Rise of Scientific Method as a Pragmatic Precursor for Modernist Curriculum Thinking. From Theology and Metaphysics to the Culture of Method: The Cartesian Revolution of Epistemology and Curriculum. The Puritan-Protestant Disenchantment of Spirituality: The Rationalization of Religion, Inquiring Mind, and Education. Curricular Predicaments of John Locke's Liberalism: Pleasure and Reason; Psychology and Politics. Curriculum and the Politics of Psychology: "Conformity of Wills and Predictability of Behavior." Epilogue: Toward a Curriculum Discourse Sui Generis.