부산대학교 도서관

An examination of the reconceptualist and dominant perspectives that have tended to dominate the field of curriculum over the past 20 years is provided. The dominant perspective of curriculum deals with items of knowledge, specific skills, setting objectives, and testing and evaluation, whereas the reconceptualist perspective seeks to put the notion of person back into the curriculum. Dialogue can exist between these two perspectives if dominants and reconceptualists consider their limitations and work to overcome them. Dominants must recognize that the practical concerns of curriculum making cannot be accommodated by an approach that reduces them to a rational science, and reconceptualists must recognize that the lack of ideals promoted by a rampant individualism cannot be solved by discourse that celebrates individualism.