Curriculum Integration -- Contemporary Educational Theory Translation Series

Author: James A. Beane (USA)
Publisher:
Publish Date: 2003-09-01
Features: The first three chapters focus on the "concept" of curriculum integration. Chapter 1 explores the theory of curriculum integration, including the explanation of four themes: experiential integration, social integration, knowledge integration, and the integration of curriculum design. It also discusses the differences between curriculum integration and other approaches, how integrated curriculum goes beyond traditional subject-based courses, and explains the origins of organizational centers and curriculum integration themes. Chapter 2 examines the history of curriculum integration. I know some people might find historical narratives boring. However, here we find some arguments that give us confidence to move beyond the distorted definitions of curriculum integration in the anti-historical and current professional circles, and to clarify the definition of curriculum integration. In Chapter 3, I address a highly controversial topic in curriculum integration—the fate of disciplinary knowledge after the removal of subject boundaries. Here, I hope everyone can understand that once curriculum integration occurs, disciplinary knowledge does not disappear. In fact, I believe that after integration, the legitimacy of disciplinary knowledge becomes more prominent. The idea that curriculum integration is in conflict with disciplinary knowledge is incorrect. The last two chapters focus on the practices of curriculum integration. First, Chapter 4 draws from my personal experience in the classroom with teachers applying curriculum integration, as well as their insights shared with me or written by them. In Chapter 5, I discuss some controversies in curriculum integration that extend from the classroom to the school, and further to academic, bureaucratic, and cultural political spheres. In Chapter 6, I return to the broader issues beyond the concept of curriculum integration: what kind of general education should schools provide in a democratic society. I argue that the organization of general education should revolve around major social issues, enabling young people to critically apply knowledge to workers based on these issues, and should also include collaborative programs between teachers and students. Based on this, I hope to re-examine the current problems related to "national-level" curricula from philosophical and educational perspectives, and once again highlight the true meaning of curriculum integration. In the final chapter, I discuss two major dilemmas faced by supporters of curriculum integration. First, in this era, when powerful interest groups appeal to the authority of national-level curricula, supporters of curriculum integration lack institutional support. Second, the fundamental values of curriculum integration conflict with the value beliefs of dominant groups in the current society. However, at the same time, I also want to explain that the survival of curriculum integration relies heavily on the full commitment of its supporters. From an academic perspective, I have also tried to gather as many references on curriculum integration as possible in this book. Therefore, readers interested in finding important works in this field may find that some of the literature listed in the bibliography may not have been cited in the main text.