Curriculum, entre modèle rationnel et irrationalité des sociétés

Jonnaert, Philippe

doi:10.4000/ries.1073

Cited by 20 publications

(13 citation statements)

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“…Vi è infine un terzo livello, quello del curricolo trasposto (Joannert, 2011;Rossi, 2016) o del visible design, che prevede la costruzione di artefatti che visualizzino la macro e la micro-progettazione in classe in un formato grafico e linguistico adatto alla classe. Sono gli artefatti progettuali da condividere con gli studenti, come si vedrà successivamente, utili per l'orientamento e la coprogettazione con gli studenti.…”

Section: Premessaunclassified

The curriculum, the macro design and the micro design, and the curriculum transposition

Rossi¹

2018

Education Sciences and Society

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The didactical design is organized in different documents that are peculiar in the different countries. In Italy there id the school curriculum starting from the national guidelines for the pre-school, primary and middle school, and from the regulations for the high school. Then many teachers create yearly design documents for each discipline collaborating, at times, with colleague of parallel classes. In this article, such yearly documents will be called "macro design", while the design of the single work sessions (from 1 to 8 hours in class) will be called "micro design". The complexity, finally, requires that macro and micro design are transponed and it is needed that a design artefact can be shared in class with students starting processes of co-design. The article analyses the role and the structure of the school curriculum in the current context, the relationships between the macro and micro design and, finally, the need of a transposition of the design artefacts to share the design with students. The article "the curriculum", present in the same issue, is the logic premise of the present contribution Keywords: curriculum, macro and micro-design, visible design. PremessaQuali possano essere gli artefatti progettuali di cui la didattica necessita? L'analisi di Stenhouse già individuava due possibili strutture per il curricolo: una prima è costituita da linee guida per la costruzione di percorsi, la seconda sono i percorsi stessi. Ugualmente Joannert (2001) e Joannert e de Brorght (2009) distinguono "between the concepts of 'curriculum' and 1 Il presente contributo è fortemente connesso al contributo: Il Curricolo, sempre nel presente numero della rivista.

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Section: Premessaunclassified

The curriculum, the macro design and the micro design, and the curriculum transposition

Rossi¹

2018

Education Sciences and Society

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“…In fact, it is quite dynamic. It covers the various curricular levels (D 'Hainaut 1981'Hainaut , 1988Jonnaert 2011a;Keeves 1992;Perrenoud 1984) and regularly changes form. The official texts prepared by ministries appear between the lines in the various documents used by teachers and take on a very specific form during teaching/ learning activities in the classroom, often remote from the curriculum prescribed in official texts.…”

Section: A Proposal For Conceptual Clarificationmentioning

confidence: 99%

“…Current curriculum research, as well as development research in the field, tends to show how relative the hierarchy is between these boxes, focusing on phases versus forms Table 2 Cross-referencing the phases of a curriculum with the different forms it can take C.e C.f (Jonnaert 2011a). The everyday reality in education systems and their curricula can often be quite far removed from the abundant current debates, theories, and research on curricula, such as that reported in the European Educational Research Journal, International Review of Educational Reform, Journal of Curriculum Studies, Learning and Instruction, and Prospects, Quarterly Review of Comparative Education.…”

Section: Cmentioning

confidence: 99%

“…The everyday reality in education systems and their curricula can often be quite far removed from the abundant current debates, theories, and research on curricula, such as that reported in the European Educational Research Journal, International Review of Educational Reform, Journal of Curriculum Studies, Learning and Instruction, and Prospects, Quarterly Review of Comparative Education. Researchers have described many transformations and reconstructions between the three phases of the curriculum (Jonnaert 2011a(Jonnaert , 2012Keeves 1992): ''evidently a goodly dose of naivety is required to suppose that the transition from one level to another can happen without alteration or transformation. No education researchers are now guilty of such innocence'' (Crahay et al 2006, p. 17).…”

Section: Cmentioning

confidence: 99%

“…In the following section, by way of conclusion, we question the rationality of a model for curriculum analysis. This section is adapted from Jonnaert (2011a).…”

Section: Cmentioning

confidence: 99%

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Curricula and curricular analysis: Some pointers for a debate

Jonnaert

Therriault

2013

Prospects

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This introduction to our guest-edited issue provides a framework for reflecting on curricula, based on the four still fundamental questions raised by Tyler (Basic principles of curriculum and instruction. University of Chicago Press, Chicago, 1949) about effective ways to organize educational experiences that can meet the school's educational purpose. The authors begin by decoding the Franco-European and Anglo-Saxon/North American approaches to the concept of curriculum, and seek points where the two are complementary. Using Tyler's four questions, they then clarify the concept in a conceptual outline, organize it into a rational model, and seek a reference framework that can offer pointers for a debate on curriculum. They then show that, because a curriculum necessarily originates in a specific society, some of that society's irrationality affects the nature of the curriculum. Thus, any curriculum experiences a tension between the rationality of the models that define it in theoretical terms and the irrationality of its surrounding societywhich has the power to regulate it. Therefore, tools for curriculum analysis must consider all these dimensions, contradictions, and tensions to achieve a truly systemic perspective. While a system model is important for evaluation, it is also important to understand the less rational aspects and to place them in dialogue with their models. In this respect, providing pointers for the debate on curriculum remains a perilous exercise. Finally, the authors reflect on a systemic and holistic approach to the curriculum, and suggest pointers for contemporary reflection on curriculum.

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What if the Chimpanzee Belonged to the GenusHomo? Circulation of Knowledge and Curricular Re‐Problematization

FORTIN

2024

The Evolution of Life: Teaching, Learning and Training

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Curriculum, entre modèle rationnel et irrationalité des sociétés

Cited by 20 publications

References 8 publications

The curriculum, the macro design and the micro design, and the curriculum transposition

The curriculum, the macro design and the micro design, and the curriculum transposition

Curricula and curricular analysis: Some pointers for a debate

What if the Chimpanzee Belonged to the GenusHomo? Circulation of Knowledge and Curricular Re‐Problematization

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