Curriculum Perspectives and Development


Alexander Bachmeier (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU007000

Curriculum Perspectives and Development considers how the school curriculum should be organised in terms of subjects, considering the relative merits of seeking to integrate different traditional areas of knowledge rather than organising the curriculum to reflect disciplinary structures.

The authors propose an extended Kantian model of arts education, presenting its verification through a survey of the Hong Kong arts education curriculum as a case study.

In order to maximize growth and facilitate evaluation, it is suggested that students strive to demonstrate higher-level reflective writing. As such, this compilation describes the portfolio-based evaluation system one program employs.

Lastly, the authors explore the relationship between spirituality and transformational learning, examining what spirituality may look like in a classroom setting and how it may potentially facilitate transformational learning.

Table of Contents

Table of Contents


Chapter 1. Lumping and Splitting in Curriculum Design: Curriculum Integration versus Disciplinary Specialism
(Keith S. Taber and Louise T. K. Vong, Faculty of Education, University of Cambridge, Cambridge, UK)

Chapter 2. A Re-Interpretation of Kantian Aesthetic Theory to Contemporary Arts Curriculum: The Case of Hong Kong
(Manfred Man-fat Wu, Research Office, Open University of Hong Kong, Hong Kong, China)

Chapter 3. Strategies for Effective Portfolio Writing
(John L. McAfee, MD, Elaine F. Dannefer, PhD, and Richard A. Prayson, MD, Cleveland Clinic Department of Anatomic Pathology and Cleveland Clinic Lerner College of Medicine, Cleveland, Ohio, US)

Chapter 4. Transformational Learning with Spirituality in the Classroom
(Richard Prayson, MD, MEd, Department of Anatomic Pathology, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine, Cleveland, Ohio, US)


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