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Possibilities, Recommendations, and Suggestions

For the AAACS Project to Advance Curriculum Studies through Disciplinarity

William H. Schubert[Table of Contents]

  • [a] [Introductory paragraphs]

  • [b] Experientialist or Progressives Perspectives (How is what is worthwhile derived from experience?)

  • [c] Social Behaviorist Perspectives (How is what is worthwhile derived from the analysis of successful human activities?)

  • [d] Perspectives from Empirical Studies (How does published empirical research serve as a basis for determing what is worthwhile?)

  • [e] Intellectual Traditionalist Perspectives (How is what is worthwhile derived from larger canons in the literature of liberal arts and sciences and what Robert Ulich [1955] called “the great mysteries and events of life” [p. 255]?)

  • [f] Heuristic Perspectives (How is what is worthwhile derived from keeping alive salient questions about what it means to live a good life and contribute to a better society?)

  • [g] Synoptic Perspectives (How is what is worthwhile perpetuated through summaries or collections of primary sources [i.e. secondary sources] and re-categorizations of extent curriculum knowledge?)

  • [h] Social and Critical Reconstructionist Perspectives (How does consideration of what is worthwhile necessitate foci on injustices, inequities, and the need for transforming society?)

  • [i] Feminist Perspectives (How are considerations of what is worthwhile complicated by issues of gender equity and feminist ways of knowing and being?)

  • [j] Perspectives from the Margins (How can the image of what is worthwhile be transformed by incorporating voices historically relegated to the margins?)

    • Queer Theory and Sexualities (How might insights developed in queer theory inform the what is worthwhile question?)

    • Psychoanalytic Perspectives (How might psychoanalytic categories and schools of thought inform the exploration of the psycho-social dynamics that underlie the what is worthwhile question as it is both asked and answered?)

  • [k] Theoretic Perspectives (How can the intellectual defensibility of what is worthwhile be enhanced through theoretical constructs?)

  • [l] Practical Perspectives (How can what is worthwhile be translated into the realm of situational exigencies?)

  • [m] Aesthetic Perspectives (How can what is worthwhile be illuminated through the arts?)

  • [n] Reconceptualist Perspectives (How can what is worthwhile be understood within the expanded context of any social situations that educate and within the personal (currere) quest to proactively compose one’s life?)

  • [o] Phenomenological and Hermeneutic Perspectives (How can the meaning of what is worthwhile be grasped within pre-conceptualized lived experience?)

  • [p] Postmodernist Perspectives (How does the critique of master narratives and the advancement of multiple narratives contribute to the what is worthwhile question?)

  • [q] Cultural Studies Perspectives (How does the study of media, youth, and popular culture advance the what is worthwhile question?)

  • [r] Hidden Curriculum (How do the myriad dimensions of schooling, derived from a plethora of social and cultural forces, influence students in addition to and through the intended curriculum?)

  • [s] Conciliarist Perspectives (How have major committees, commissions, and professional associations contributed to the what is worthwhile question by combining and presenting multiple perspectives under one umbrella?)

  • [t] Policy Propagandist Perspectives (How do official, governmental policy mandates contribute to an image of what is worthwhile by promoting national interests in a competitive ethos?)

  • [u] Integrative Perspectives (How can the what is worthwhile question be infused into the experiences and lives of students themselves?)

  • [v] Historic Perspectives (As the curriculum field has become less ahistorical, how have questions of worth been enhanced by a greater awareness of its own history?)

  • [w] Ecological and Environmental Perspectives (How can ecological understanding enhance the pursuit of what is worthwhile?)

  • [x] Multiculturalist Perspectives (How do knowledges, values, skills, and insights from a diverse array of cultures contribute to understanding what is worthwhile?)

  • [y] State of the Art Compendia (How do summative statements at key periods enable pursuit of what is worthwhile questions?)

  • [z] Eclectic Perspectives (How can we draw sensibly and sensitively from all of the forgoing, and that which follows, to show that these categories may be used together to give insight into what is worthwhile questions?)

  • [za] Journals that Bespeak Disciplinarity

  • [zb] Associations that Bespeak Disciplinarity

  • [zc] Philosophical Perspectives (How do multifarious philosophical orientations and works from which we draw in our curriculum studies work contribute to what is worthwhile questions?)

  • [zd] Literary Perspectives (How do multifarious philosophical orientations and works from which we draw in our curriculum studies work contribute to what is worthwhile questions?)

  • [ze] Further Questions, & concluding remarks

[End of the Revised Report, May 2009]



Proposed additional categories: