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Book Reviews: Anderson, Richard C., Spiro, Rand J., & Montague, William E. (Eds.) Schooling and the Acquisition of Knowledge. Hillsdale, N. J.: Lawrence Erlbaum Associates, Publishers, 1977. 448 + x pp. $19.95.:

Book Reviews: Anderson, Richard C., Spiro, Rand J., & Montague, William E. (Eds.) Schooling and... BOOK REVIEWS the foothills, but this is not surprising given the heights the book seeks to conquer. The strength of the book is that it shakes up the conventional thinking about school curriculum. Curriculum studies are marked by sterility. One theme found in them is the view of education as a tidy, rational business in which people go about analyzing needs and translating these analyses into new instructional packages for the classroom teacher. Such accounts seem closer to fantasy than fact. Another characteristic of curriculum studies is the fascination with classification and counter- classifications. These battles of words speak more clearly of academic gamesmanship than an effort to understand the origins and consequences of the curriculum. Eggleston shakes this complacency. He asks unconventional questions about the use of the curriculum as the currency of social power in society, tending to reject the notion that the curriculum evolves in response to social needs. He picks up and develops Bernstein's recent interesting analyses of curricula. And he suggest how the curriculum can be seen as a negotiated settlement between teachers and students rather than conforming to designers' intentions. The book also trails some fascinating clues. For example, Eggleston suggests the math http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Book Reviews: Anderson, Richard C., Spiro, Rand J., & Montague, William E. (Eds.) Schooling and the Acquisition of Knowledge. Hillsdale, N. J.: Lawrence Erlbaum Associates, Publishers, 1977. 448 + x pp. $19.95.:

Kifer, Edward
American Educational Research Journal , Volume 16 (1): 4 – Nov 23, 2016
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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312016001082
Publisher site
See Article on Publisher Site

Abstract

BOOK REVIEWS the foothills, but this is not surprising given the heights the book seeks to conquer. The strength of the book is that it shakes up the conventional thinking about school curriculum. Curriculum studies are marked by sterility. One theme found in them is the view of education as a tidy, rational business in which people go about analyzing needs and translating these analyses into new instructional packages for the classroom teacher. Such accounts seem closer to fantasy than fact. Another characteristic of curriculum studies is the fascination with classification and counter- classifications. These battles of words speak more clearly of academic gamesmanship than an effort to understand the origins and consequences of the curriculum. Eggleston shakes this complacency. He asks unconventional questions about the use of the curriculum as the currency of social power in society, tending to reject the notion that the curriculum evolves in response to social needs. He picks up and develops Bernstein's recent interesting analyses of curricula. And he suggest how the curriculum can be seen as a negotiated settlement between teachers and students rather than conforming to designers' intentions. The book also trails some fascinating clues. For example, Eggleston suggests the math

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American Educational Research Journal – SAGE

Published: Nov 23, 2016

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