Schwab
Schwab's article was written in 1969, and since then, there have been many advances and changes in the field of curriculum theory and practice. The field has evolved considerably since then, so I do not agree that the field of curriculum is dead or lacks new and effective principles and methods. For example, project-based learning involves students working on a project over an extended period of time, which allows for deeper learning, collaboration, and creativity. This approach has been shown to increase student engagement and motivation, improve critical thinking skills, and promote real-world problem-solving.
Schwab's argument that the field of curriculum needs to divert its energy from theory to the practical, quasi-practical, and eclectic suggests that he believed that there was too much focus on theory. However, theory and practice are not mutually exclusive, and both are necessary for effective curriculum development and implementation (Visscher-Voerman & Gustafson, 2004). Theoretical frameworks provide a foundation for understanding educational phenomena and guide practice, while practical experience informs and refines theory. For instance, constructivist theories suggest that learners construct their knowledge by actively engaging with the environment, and that learning should be authentic and situated in real-world contexts. This theory can inform the design of learning experiences that promote active engagement and authentic learning.
To remedy the theory-practice divide, it is important to promote collaboration and communication between researchers, curriculum developers, and practitioners. Researchers can provide theoretical frameworks and evidence-based practices, while curriculum developers and practitioners can provide feedback on the feasibility and practicality of these approaches.
For example, design-based research (DBR) is a research approach that involves collaboration between researchers and practitioners to design, implement, and evaluate innovative educational interventions (Dede, 2005). This approach allows for iterative development and refinement of interventions, and ensures that they are informed by both theory and practice.
References
Dede, C. (2005). Why design-based research is both important and difficult.Educational
Technology,45(1), 5-8.
Schwab, J. J. (1969). The practical: A language for curriculum.The school review,78(1), 1-23.
Visscher-Voerman, I., & Gustafson, K. L. (2004). Paradigms in the theory and practice of
education and training design.Educational technology research and development,52, 69-89.
