Iannone Chaos Curriculm Notes 2 April 09

Iannone, Ron Chaos Theory and Its Implications for Curriculum and Teaching overall broad and general; feels fluffy assertions with little guidance—meant to motivate/inspire? cited by a number of other chaos-education articles good overview refereced works to check out J. Gatto Dumbing Us Down 1992 book W Doll post-modern perspective on curriculum 1993 book 541 “Our present scientific deterministic paradigm is based on the assumption that if you have re-set goals written out and so-called appropriate teaching methods and evaluation processes, everything should work out. But, for the most part, not everything is working out (Iannone Chaos 541). cite about schools as sites for mass production assumptions that teaching is a simplistic cause-effect system that can be controlled with ease teaching and classroom are both complex and not predictable cite Green 1971 that teaching does not necessarily cause learning. 542 pre-ordering of tasks the legacy of scientific management (citing Doll) even in industrial production, the myth of efficiency or the emphasis of efficiency has been replaced by teams Tyler's Rationale (1949) “It consists of the predetermination of objectives the selection and organization of experiences to reflect those objectives, and evaluations to determine whether the objectives have been obtained.” Dewey: goal from the process of experience and learning results Tyler: goals set prior to learning experience (learning is controlled and testable) 543 there is no simple, easy solution and Dewey warned (1929) against seeking overly simple an easy solutions uncertainty is a big part of education 544 Flach—bifurcations there are points in or lives when major changes occur and the system is disrupted, and then we reestablish equilibrium

Discussion of how curriculum should be adpatable and flexibile, but there is little discussion of just how to do it. 545 proposal extremely student centered 545-546 “Therefore, systems like teaching and curriculum need to experience disorganization, inconsistencies, and gaps in order to transform themselves not into end-products but into an on-going evolving learning process” . Sounds nice. How do we do this?