William E. Doll Jr.'s Books

Pragmatism, Postmodernism, and Complexity Theory

The "fascinating Imaginative Realm" of William E. Doll, Jr

By: William E. Doll

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Pragmatism, Postmodernism, and Complexity Theory

The "fascinating Imaginative Realm" of William E. Doll, Jr

By: William E. Doll

The first collection of the key works of the major curriculum studies scholar William E. Doll, Jr., this volume provides an overview of his scholarship over his fifty-year career and documents the theoretical and practical contribution he has made to the field . The book is organized in five thematic sections: Personal Reflections; Dewey, Piaget, Bruner, Whitehead: Process And Transformation; Modern/Post-Modern: Structures, Forms and Organization; Complexity Thinking; and Reflections on Teaching . The complicated intellectual trajectory through pragmatism, postmodernism and complexity theory not only testifies to Doll's individual lifetime works but is also intimately related to the landscape of education to which he has made an important contribution. Of interest to curriculum scholars around the world, the book will hold special significance for graduate students and junior scholars who came of the age in the field Doll helped create: one crafted by postmodernism and, more recently, complexity theory.

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285

Publisher

Routledge

Published Date

ISBN 10

0415808731

ISBN 13

9780415808736

A Post-Modern Perspective on Curriculum

By: William E. Doll Jr.

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A Post-Modern Perspective on Curriculum

By: William E. Doll Jr.

Doll draws relationships among the ideas advanced in chaos theory, Piagetian epistemology, cognitive theory, and the work of Dewey and Whitehead. In this book on the post-modern perspective on the curriculum, the author asserts that the post-modern model of organic change is not necessarily linear, uniform, measured and determined, but is one of emergence and growth, made possible by interaction, transaction, disequilibrium and consequent equilibrium. Transformation, not a set course, the book argues, should be the rule, and open-endedness is an essential feature of the post-modern framework. In the book, the author envisages a curriculum in which the teacher's role is not causal, but transformative. The curriculum is not the race course, but the journey itself; metaphors can be more useful than logic in generating dialogue in the community; and educative purpose, planning and evaluation is flexible and focused on process, not product. “Scholarly, yet direct and to the point, [Doll’s] ideas make sense to front line educators in the real world of today’s schools.” —Kenneth Graham, Seaford Union Free School District

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321

Publisher

Teachers College Press

Published Date

ISBN 10

0807774391

ISBN 13

9780807774397

What Is Curriculum Theory?

By: William F. Pinar

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What Is Curriculum Theory?

By: William F. Pinar

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

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Page Count

297

Publisher

Routledge

Published Date

ISBN 10

1136860711

ISBN 13

9781136860713

Curriculum

Toward New Identities

By: William Pinar

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Curriculum

Toward New Identities

By: William Pinar

This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies. Special Features Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory.

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Page Count

426

Publisher

Routledge

Published Date

ISBN 10

1135636583

ISBN 13

9781135636586

Educational Experience as Lived: Knowledge, History, Alterity

The Selected Works of William F. Pinar

By: William F. Pinar

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Educational Experience as Lived: Knowledge, History, Alterity

The Selected Works of William F. Pinar

By: William F. Pinar

In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.

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292

Publisher

Routledge

Published Date

ISBN 10

1317618629

ISBN 13

9781317618621

Moving Images of Eternity

George Grant’s Critique of Time, Teaching, and Technology

By: William F. Pinar

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Moving Images of Eternity

George Grant’s Critique of Time, Teaching, and Technology

By: William F. Pinar

William F. Pinar presents a comprehensive and original study that demonstrates the significance and pertinence of the scholarship of George Grant for teaching today. While there are studies of Grant’s political philosophy, there has been no sustained study of his teaching. Pinar not only draws upon the collected works; he has also consulted Grant’s PhD thesis at Oxford, as well as the philosopher’s biography, collected letters, and the vast secondary literature. What emerges is a treatise that reveals Grant’s timeliness and his prescience in identifying and critiquing key educational issues nearly half a century ago, from academic vocationalism and educational technology to privatization and the ascendency of research—issues that are eminently relevant today. Beyond the classroom, Grant’s concerns extended to the impact of economic globalization which, he feared, would erase distinctive national histories and cultures. As such, Grant foresaw the current issues of right-wing populism, notably in the UK and the US, as reactions against these historical tendencies. This volume is destined to become an indispensable reference work for students of Grant in particular and for students of education in general. This book is published in English. - S’il existe des études portant sur la philosophie politique et la théologie de George Grant, il n’y avait jusqu’à maintenant aucune étude soutenue sur son enseignement et, plus précisément, sur la relation de son approche pédagogique à celles-ci. Aucune étude ne puisait de façon aussi poussée à l’œuvre complète – y compris à ses présentations aux enseignants et à sa thèse doctorale d’Oxford en philosophie – ou à sa biographie, sa correspondance, et la vaste littérature secondaire. Conçu comme livre de référence pour les adeptes de Grant de même que comme un manuel pour les étudiants en éducation, cet ouvrage arrive à point nommé. Pinar souligne la prescience de Grant, qui identifiait et critiquait il y a déjà cinquante ans des questions d’ordre éducationnel – vocation académique, technologie pédagogique, privatisation de l’enseignement, ascendance de la recherche sur l’enseignement – qui sont d’actualité. Grant était aussi préoccupé par le destin de ce qu’il appelait la particularité au Canada et à l’étranger, et s’inquiétait que la mondialisation économique effacerait les histoires et cultures nationales distinctives. Un état mondial, universel et homogène les remplacerait, ce qui représenterait la pire tyrannie infligée à l’humanité. Grant avait vu venir le populisme de droite que l’on voit actuellement prendre prise notamment au Royaume-Uni et aux États-Unis, comme réaction à ces tendances historiques. Ce livre est publié en anglais.

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531

Publisher

University of Ottawa Press

Published Date

ISBN 10

0776627899

ISBN 13

9780776627892

A Praxis of Presence in Curriculum Theory

Advancing Currere against Cultural Crises in Education

By: William F. Pinar

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A Praxis of Presence in Curriculum Theory

Advancing Currere against Cultural Crises in Education

By: William F. Pinar

Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education. Bringing together a series of updated essays, articles, and new writings to form this comprehensive volume, Pinar first demonstrates how a praxis of presence furthers the study of curriculum as lived experience to overcome self-enclosure, restart lived and historical time, and understand technology through a process of regression, progression, analysis, and synthesis. Pinar then further illustrates how this practice can inform curricular responses to countering presentism, narcissism, and techno-utopianism in educators’ work with "digital natives." Ultimately, this book offers researchers, scholars, and teacher educators in the fields of curriculum theory, the sociology of education, and educational policy more broadly the analytical and methodological tools by which to advance their understanding of currere, and in doing so, allows them to tackle the main cultural issues that educators face today.

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325

Publisher

Taylor & Francis

Published Date

ISBN 10

1000628655

ISBN 13

9781000628654

Understanding Curriculum

An Introduction to the Study of Historical and Contemporary Curriculum Discourses

By: William F. Pinar

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Understanding Curriculum

An Introduction to the Study of Historical and Contemporary Curriculum Discourses

By: William F. Pinar

Perhaps not since Ralph Tyler's (1949) Basic Principles of Curriculum and Instruction has a book communicated the field as completely as Understanding Curriculum. From historical discourses to breaking developments in feminist, poststructuralist, and racial theory, including chapters on political theory, phenomenology, aesthetics, theology, international developments, and a lengthy chapter on institutional concerns, the American curriculum field is here. It will be an indispensable textbook for undergraduate and graduate courses alike.

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Page Count

1170

Publisher

Peter Lang

Published Date

ISBN 10

0820426016

ISBN 13

9780820426013

Intellectual Advancement Through Disciplinarity

Verticality and Horizontality in Curriculum Studies

By: William F. Pinar

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Intellectual Advancement Through Disciplinarity

Verticality and Horizontality in Curriculum Studies

By: William F. Pinar

Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U. S. field, drawn by progressive education’s efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters’ positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary—anything but disciplinary—research and curriculum becomes intelligible. The intellectual labor of understanding constitutes the discipline of disciplinarity. Through the discipline of disciplinarity one contributes to the field’s intellectual advancement and to one’s own. Appreciating the centrality of disciplinarity to intellectual advancement requires us, Pinar argues, to replace Schwab’s syntactical and substantive structures of the disciplines. Focused on methodology and the concepts research methodology generates, Schwab’s schema was more appropriate to the natural and social-behavioral sciences than it is to the humanities and the arts. Pinar replaces these with two structures more appropriate to a discipline associated with the humanities and the arts and focused on the education of the public: horizontality and verticality. Explicating Spivak’s notion of “planetarity” to specify the structures of subjectivity these structures of disciplinarity invite, Pinar illustrates these concepts through introductions to the scholarship of Ted Aoki, Tom Barone, Mary Aswell Doll, Maxine Greene, James Henderson, Dwayne Huebner, Rita Irwin, David Jardine, Kathleen Kesson, James B. Macdonald, Janet Miller, Marla Morris, Alice Pitt, William Reynolds, John Weaver, among others. Of significance to all specializations in the broad and fragmented academic field of education, Intellectual Advancement through Disciplinarity provides the intellectual tools by means of which education scholars worldwide can participate in the complicated conversation that is internationalization in order to contribute to the intellectual sophistication of their nationally distinctive fields.

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261

Publisher

BRILL

Published Date

ISBN 10

9087902387

ISBN 13

9789087902384

The Synoptic Text Today and Other Essays

Curriculum Development After the Reconceptualization

By: William F. Pinar

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The Synoptic Text Today and Other Essays

Curriculum Development After the Reconceptualization

By: William F. Pinar

Synoptic textbooks have played a major role in the intellectual advancement of U.S. curriculum studies. William F. Pinar argues for a new synoptic text, summarizing recent and relevant research in the academic disciplines toward the subjective and social reconstruction of the public sphere that is the school classroom. Such a reconceptualization of curriculum development enables teachers to complicate the classroom conversations they themselves will lead. Subsequent essays demonstrate the thematic and methodological forms such curriculum development might take.

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268

Publisher

Peter Lang

Published Date

ISBN 10

0820481270

ISBN 13

9780820481272

Pragmatism, Postmodernism, and Complexity Theory

The "fascinating Imaginative Realm" of William E. Doll, Jr

By: William E. Doll

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Pragmatism, Postmodernism, and Complexity Theory

The "fascinating Imaginative Realm" of William E. Doll, Jr

By: William E. Doll

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Solve jigsaw puzzle

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Page Count

285

Publisher

Routledge

Published Date

ISBN 10

0415808731

ISBN 13

9780415808736

Book's by William E. Doll Jr.

Pragmatism, Postmodernism, and Complexity Theory

Pragmatism, Postmodernism, and Complexity Theory

A Post-Modern Perspective on Curriculum

A Post-Modern Perspective on Curriculum

What Is Curriculum Theory?

What Is Curriculum Theory?

Curriculum

Curriculum

Educational Experience as Lived: Knowledge, History, Alterity

Educational Experience as Lived: Knowledge, History, Alterity

Moving Images of Eternity

Moving Images of Eternity

A Praxis of Presence in Curriculum Theory

A Praxis of Presence in Curriculum Theory

Understanding Curriculum

Understanding Curriculum

Intellectual Advancement Through Disciplinarity

Intellectual Advancement Through Disciplinarity

The Synoptic Text Today and Other Essays

The Synoptic Text Today and Other Essays

Pragmatism, Postmodernism, and Complexity Theory

Pragmatism, Postmodernism, and Complexity Theory

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