Can the syllabus constitute the curriculum? In this volume, Rocha explores curriculum theory through the lens of the syllabus. By critiquing curriculum studies and the entire field of education, overrun by the social sciences, Rocha provides an integrated vision of philosophy of education and curriculum theory, rooted in the humanities.
Through an original reconceptualization, this text draws from a broad range of sources – ranging from Classical Antiquity to the present – offering a rich context for understanding curriculum as a philosophically salient concept, contained within the syllabus. The Syllabus as Curriculum features actual syllabi created and taught by the author in undergraduate and graduate courses at the University of British Columbia, Canada. These curated syllabi work as exemplars and media, supported by pedagogical commentary and context. Inspired by Augustine’s Confessions, each part of the book culminates in a metaphorical "garden," which serves as a meditation on the syllabus in three senses: correspondence, essay, and outline.
An original, powerful, and corrective contribution to the literature on curriculum studies, this work invites teachers and scholars from across the foundations of education, especially philosophy of education, art education, and those invested in curriculum theory, to see their contribution in more direct and integral ways.
Foreword by William F. Pinar; Preface: The Poesis of Teaching ; Forethought: Directions, Transition; Introduction: Curriculo Perennis, Curriculum Vitae; Part One: Love - Syllabus as Correspondence; Syllabus One: Education, Knowledge, and Curriculum (A - E); Syllabus Two: Philosophy of Education; Syllabus Three: Critical Social Theory; Syllabus Four: Assorted Letters (A - M); First Garden: Syllabus as Correspondence; Part Two: Art - Syllabus as Essay; Syllabus Five: Teaching Philosophy ; Syllabus Six: Humanities-Based Research; Syllabus Seven: Educational Theories (A - C); Syllabus Eight: Ethics (A - C); Second Garden: Syllabus as Essay; Part Three: Order - Syllabus as Outline; Syllabus Nine: Eros and Education; Syllabus Ten: Pedagogy of the Oppressed Revised, Revisited; Syllabus Eleven: Philosophical Research in Education; Syllabus Twelve: Customs of Supervision; Third Garden: Syllabus as Outline; Conclusion: Towards a Wounded Curriculum; Afterthought: The Jetsons and Sesame Street; Epilogue: Humanities, What is it Good For?;
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
EMAIL: [email protected]