An Inquiry into William Pinar''s Curriculum Understanding Paradigm

• Main Authors: Fang-Yi Hsu, 許芳懿
• Other Authors: Der-Long Fang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/64946037452467381708

博士 === 國立高雄師範大學 === 教育學系 === 93 === This study aims to explore the meaning and significance of William Pinar’s conception of curriculum understanding paradigm within curriculum studies. An approach consisting of theoretical, historical, hermeneutic, and critical perspectives is employed to deal with the literature collection, analysis and interpretation. By so doing, the key concepts and main themes of curriculum understanding paradigm including “reconceptualization”, “curriculum as text”, “curriculum as complicated conversation”, etc have been grasped in relation to both a historical account of Pinar’s academic bases and my personal contacts with William Pinar by e-mails. Several important conclusions are summarized as follows: 1.Since the range of curriculum, for Pinar, extends to life experience, that the power of self-consciousness is possible to change the unjust world is highlighted in his theory. 2.Pinar reaffirms the relationships among individual, society and academic knowledge. Academic knowledge is helpful to improve the independent thinking ability of individual, and reconstruct the democratic society. 3.The relationship between theory and practice is not contradictory, but complementary and regarded as mutual transformation. 4.Curriculum is a symbolic concept within the notion of “curriculum as text” and “curriculum as complicated conversation”. Through interdisciplinary conversations, the range and the substance of life understanding will be enriched. 5.The role of teachers within curriculum understanding paradigm is much more like the guide and transformer rather than the technician and transmitter. 6.The use of social psychoanalysis to excavate the suppressive history, memory and mind is helpful to liberate the exterior constraint and oppression. 7.The exploration of gender of racial politics and violence focused on homoerotism would lead to deconstruct white male hegemony. 8.International curriculum study is apt to proceed in glocalization contexts so as to combine universality with particularity and not to be fallen in the trap of standardization in education. 9.The concept of cyber often represents hypertext and deconstruction, the more chance of virtualization of self within hypertext, the more difficult for the autobiographic method in hypertext.