From physics, we know about magnetic fields, gravitational fields, electrical fields, and other fields of physical force.
If curriculum is the semiosic activity or course of experience in which human being comes to form, then curriculum theory and curriculum studies must be concerned with the fields of semiosic forms guiding the formation of human persons, [...]
Category Archives: lexicon
Discourses, genres, and other “form fields”
February 24, 2008 – 8:31 pm
Curriculum & the post-(cognitivist) synthesis
January 28, 2007 – 10:39 pm
If “cognitivism” is an ideology that represents learning and understanding as matters that can be understood, in a reductive way, as being, in their essence, just matters of “cognition,” it does not follow that advancing beyond cognitivism would mean taking up a newer ideology of “postcognitivism.”
constructivism v. postpositivism
January 24, 2007 – 1:29 pm
I am very interested in the general question of constructivism v. postpositivism, however, and I have a paper coming out soon that the reader would be interested in, I think. It should be published sometime this spring, and the citation will be: Whitson, James Anthony. “Education À La Silhouette: The Need for Semiotically-Informed Curriculum Consciousness.” Semiotica 164, no. 1/4 (2007): 235-329.
“lesson study” & teachers’ unions
January 6, 2007 – 8:42 pm
Mike is asking about the role of teachers’ unions in education reforms … Another relevant source of examples, it seems to me, would be the role of unions in districts where “lesson study” has been implemented. Any real “lesson study” effort requires real time and other resources. In union-organized school districts, it seems to me commitment and support from both the District and the Union would be absolutely necessary.
