© 1999 – Routledge
In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s.
"Clearly one of the most important minds the field of curriculum has known, Dwayne Huebner may well be judged by future historians of the field as the most important….And after you have studied what follows, I think you will agree."
—--William F. Pinar
From the Introduction
Contents: W.F. Pinar, Introduction The Capacity for Wonder and Education. Is the Elementary Curriculum Adequate? Politics and the Curriculum. The Art of Teaching. Knowledge: An Instrument of Man (unpublished manuscript). Knowledge and the Curriculum. Classroom Action. New Modes of Man's Relationship to Man. Politics and Curriculum. Curricular Language and Classroom Meanings. Facilitating Change as the Responsibility of the Supervisor. Curriculum as Concern for Man's Temporality. Language and Teaching: Reflections in Light of Heidegger's Writing About Language. The Leadership Role in Curricular Change. Education in the Church. Toward a Remaking of Curricular Language. The Thingness of Educational Content. The Tasks of the Curricular Theorist. Poetry and Power: The Politics of Curricular Development. The Moribund Curriculum Field: Its Wake and Our Work. An Educator's Perspective on Language About God. Toward a Political Economy of Curriculum and Human Development. Developing Teacher Competencies. Babel: A Reflection on Confounded Speech. Education in the Congregation and Seminary. Spirituality and Knowing. The Redemption of Schooling: The Work of James B. Macdonald. Religious Metaphors in the Language of Education. Christian Growth in Faith. Teaching as a Vocation. Practicing the Presence of God. Educational Activity and Prophetic Criticism. Education and Spirituality. Can Theological Education be Church Education? Challenges Bequeathed.
In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.
The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.
Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact
Professor William F. Pinar
Canada Research Chair
University of British Columbia
Faculty of Education
Department of Curriculum Studies
2125 Main Mall
Vancouver, British Columbia V6T 1Z4