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By critiquing the present field of education, overrun by the social sciences, Rocha provides an integrated vision of philosophy education and curriculum theory, rooted in the humanities. Through an original reconceptualization, the author offers a historical context for understanding curriculum as a philosophically salient concept.
List of contents
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?;
About the author
Samuel D. Rocha is Associate Professor in the Department of Educational Studies at the University of British Columbia, Canada.
Summary
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.
