I believe part of the problem of reconceptualising our study of schooling can be illustrated in the basic etymology of curriculum. The word curriculum derives from the Latin word currere, which means to run, and refers to a course (or a racing-chariot). The implications of etymology are that curriculum is thereby socially constructed and defined as a course to be followed, or most significantly, presented. As Barrow notes "as far as etymology goes, therefore the curriculum should be understood to be 'the presented content' for study".(1) Social context and construction by this view is relatively unproblematic for by etymological implication the power of 'reality-definition' is placed firmly in the hands of those who 'draw up' and define the course. The bond between curriculum and sequential prescription then was forged early; it has survived and strengthened over time. Part of the stregthening of this bond has been the emergence of sequential patterns of learning to follow and operationalise the curriculum as prescribed.

Conclusion


In this chapter some of the origins of curriculum have been analysed. In particular we have seen that the notion of curriculum as structured sequence or 'discipline' derived a good deal from the political ascendancy of Calvinism. From these early origins there was a 'homologous relationship between curriculum and discipline'. Curriculum as discipline was allied to a social order where the 'elect' were offered the prospect of advanced schooling and the remainder a more conservative curriculum.
Out of these origins we have seen how this concept of curriculum became appended to a new notion of discipline. This time (so we are to believe) 'fundamental' disciplines of 'the mind'. The juxtaposition of curriculum with (newly-defined) 'discipline' intersects with a remarkably similar social configuration. This time the 'elect' are recruited by their capacity to display a facility for those academic 'subjects' allied to the 'disciplines'; their 'election' is signified by going on to study the 'disciplines' in the universities where they are defined and institutionalised.
First page    Previous    Next
Date of publication:
Number of pages
(as Word doc):
Publisher:
ISBN:
Co-author:
Subject:
Available in:
Appears in:
Number of editions:
Price of book:
Purchase this book:
Buy used and new:

View all chapters

Change Processes and Historical Periods
Chariots of Fire
Learning, Curriculum and Life Politics