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|Other Titles:||Slattery's Postmodern-Eschatological Curriculum Theory|
Department od Education, NTNU
Patrick Slattery, based on his theological perspective, integrated contemporary eschatology, reconceptualized curriculum theory and advanced-postmodern eschatological curriculum theory. By doing so, he became the main representative of the notion of “curriculum as theological text.” The aim of this paper is to analyze Slattery's postmodern eschatological curriculum theory. There are three main ideas in his theory: hope, proleptic time, and curriculum as theological text. With regard to his ethics, Slattery thought that ambiguity and complexity always form the context of ethical decisions, the context in which ethical choices must be made. Through his hermeneutics, Slattery emphasized that elevating the role of individual agency (free choice) will then facilitate the transformation of society through the release of the subjective aesthetic imagination. An analysis of Slattery's view of the postmodern curriculum reveals that the four primary characteristics of this curriculum are dynamism, eclecticism, relatedness, and holism.
|Appears in Collections:||教育研究集刊|
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