Curricular Planning for Sociocultural Change and Development: A Critique

Auteurs-es

  • Henry Zentner

DOI :

https://doi.org/10.11575/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.

Biographie de l'auteur-e

Henry Zentner

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

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Publié-e

2018-05-11

Numéro

Vol. 13 No. 3 (1979)

Rubrique

Articles

Licence

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