Description
Book SynopsisThis book proposes a new way of categorizing curricula in the holistic educational traditional. This is an idea that goes back in the Western tradition at least as far as Plato, and Lao Tzu in the Eastern tradition. It is certainly present in Spinoza and Schopenhauer. It is called a holarchy. The idea of a holarchy gives rise to Integrative Curriculum Theory, which, with major modifications, draws on Ken Wilber's in his evolutionary model of the development of consciousness at personal, cultural and ontological realms. Integrative Curriculum Theory will: 1) Prove a useful addition to the holistic repertoire of systematic and, above all, humane terminologies and technologies for making and evaluating specific curricula as well as for theorizing the curriculum at a time when scientistic, technist and profit-driven views of education have commandeered the podium, policy, and praxis and 2) address some areas of concern that with certain holistic models of education, and 3) address some pr
Table of ContentsForeword by Robert Bullough Acknowledgments Introduction: Holistic Education in a New Key PART A: A Primer of Integrative Theory Chapter 1: On Subjectivity and Objectivity in Integrative Educational Theory Chapter 2: Features and Advantages of an Integrative Model Chapter 3: The Hierarchic, Item-and-Process, and Pie-Chart Models Chapter 4: The Integrative Option PART B: The Integrative Curriculum Chapter 5: The Consolidation of the Ego: Domains 1 to 4 Domain 1: The Organismic Curriculum Domain 2: The Emotional Curriculum Domain 3: The Empirical-Procedural Curriculum Domain 4: The Legal-Procedural Curriculum Chapter 6: The Fruition of the Self: Domains 5 to 7 Domain 5: The Phenomenological Curriculum Domain 6: The Immanent Curriculum Domain 7: The Ontological Curriculum PART C: An Exercise in Integrative Teacher Reflectivity Chapter 7: A Study in Integrative Reflectivity with Dr. Martin Kokol References Index
