Embedded in the classical education movement is a faith in universal knowledge. This perspective of education views knowledge as an objective, static entity; one that exists outside of time, position, & perspective. From this perspective, knowledge represents something learners acquire through a process that is passive rather than inter/active.
The classical view of education ignites debates centering on the tension between objectivity & subjectivity. To better understand the context & positions of this debate – & better grasp the classical movement itself – we need to consider a variety of questions, including: (1) What did schooling look like before the industrial revolution? (2) Who went to school & who didn't? (3) Why did people go to school? (4) What did people learn in school? (5) How were they expected to learn? (6) How were roles conceptualized? (7) What was the aim of curriculum in this era?
Adler’s article offers a classical view in terms of the recent past. Considering classical education in relation to today’s world, additional questions arise, including: (1) What does/should the classical movement mean for us today? (2) How does a classical-oriented perspective of education exist in curriculum theory today? (3) What are the strengths/weaknesses of this perspective of curriculum? (4) What would a classical theorist have to say about the difference between equality & equity?
· THE PAIDEIA PROPOSAL (1980) – MORTIMER J. ADLER – (The Curriculum Studies Reader #16)
A number of curriculum theorists disagree with Adler’s classical-oriented perspective. As you read Nodding’s critique of Paideia, consider how she frames her arguments. (1) With what does Noddings take issue? (2) What is her rationale & what are her alternatives? (3) Why does Noddings take issue with Adler’s interpretation of John Dewey? (4) How does Noddings view Paideia as an agent of social reproduction? (5) What does Noddings have to say about vocational education & how do you feel about this?
· THE FALSE PROMISE OF PAIDEIA (1983) – NEL NODDINGS – (The Curriculum Studies Reader #17)
Is universalism the same as standardization? In examining California’s social/educational climate in the 1990s & early 2000s, Skeeter & Stillman raise a variety of questions associated with standardization. (1) To what degree does standardization enhance democracy? (2) To what degree does it constrict democracy? (3) What does this mean for a culturally & linguistically diverse (CLD) society? (4) What does Skeeter & Stillman’s close examination of curriculum language reveal? (5) How do Skeeter & Stillman see curriculum as being something stuck in a time loop? (6) Reflect on these questions as you read the article by Skeeter & Stillman.
· STANDARDIZING KNOWLEDGE IN A MULTICULTURAL SOCIETY (2005) – CHRISTINE SKEETER & JAMY STILLMAN (The Curriculum Studies Reader #25)
Additional books/articles to explore include:
· The Lost Tools of Learning (1947) – DORTHY L. SAYERS
· The Learning Society (1968) – ROBERT M. HUTCHINS
