Long Line: Being and curriculum

This post is part of a series of posts pulled from a piece of writing I completed in November 2012. For more information on this series, see this post.

Context | Looking Back | Transformation | Looking Back at the Looking Back | Questions | On ethics | Letting Go of Nothing | Taking on Subject and Objects | On meaning making | Why the language of causality trouble me | Conceptual versus Empirical | Futuring | Temporality and Time | Brief Note | Back to Time | What to do with the Past | Some tools to help us be | An example from my past | Avoiding Labels | The educational turn | Being and curriculum | Curriculum of Being | Curriculum Futuring | On dispositions as ways of being | Being and pedagogy | Being and technology | Being and the body | References


Being and curriculum

I have two questions, or two lines of inquiry, that I want to address under the general heading of “curriculum.” The first is whether or not you can teach being in a curriculum, whether being can be encapsulated within a curriculum. The second is how curriculum-as-being, curriculum-as-lived, can invent a future. The first inquiry might be called a Curriculum for Being while the second could be named Curriculum Futuring. Also, within this discussion I want to bring together some of my reflections on Dispositions and Capabilities, and possibly Competencies. As an aside: I have recently (in the past week or so) received a number of Vandenberg’s writings that the SFU Libraries did not have access to and they had to send off for. Even with a brief scanning of the Contents and Index, I can see that Vandenberg’s work is going to re-frame or trans-form much of what I have written thus far. And, I have a hunch that the more Dewey/Rorty I read within pragmatism, the same will be true. Onto the analysis of curriculum/being.



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