Curricular Planning for Sociocultural Change and Development: A Critique

Auteurs-es

  • Henry Zentner

DOI :

https://doi.org/10.55016/ojs/jet.v13i3.43797

Résumé

Curricular planning for sociocultural development rests upon dubious ethnocentric assumptions respecting the superiority of the modern. Analysis shows that a society's capacity for controlling and directing its own inherent propensity for change and/or stability is profoundly conditioned by the phenomenological form experientially assumed by the basic epistemological categories of time, space, causation, number, ethics, and aesthetics. For a variety of logical and functional reasons, therefore, continuing validity must everywhere be accorded to many
traditional practices.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Biographie de l'auteur-e

Henry Zentner

*Henry Zentner is a Professor of Educational Administration at The University of Calgary.

Téléchargements

Publié-e

2018-05-11

Numéro

Vol. 13 No. 3 (1979)

Rubrique

Articles

Licence

The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.

Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.