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Lawrence Stenhouse (1975)
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What was his idea?
Bibliography
http://infed.org/mobi/curriculum-theory-and-practice/#process
https://www.academia.edu/7281018/Curriculum_Design-Concept_and_Practice
http://www.peter-scales.org.uk/app/download/5785903907/Extract+from+Chapter+4.docx+Curriculum.docx
http://proceedings.informingscience.org/InSITE2011/InSITE11p353-366Mesaric292.pdf
Prezi.com
Lawrence Stenhouse, curriculum theorist by Helen black 29 September 2014
Process curriculum model by Jessi Wiggins 1 February 2013
Accessed 17/10/2015
Stenhouse produced one of the best known explorations of the process model.
Stenhouse ultimately believed that models of 'behavioural objectives' were more about the accountability of lecturers to managers, the structure of content and teaching rather than to the benefit of teaching and learning.
Facilitating good learning environments and 'teachers as researchers' are more productive methods to enhance learning, allowing learners to control their own development and progression of understanding.
Teachers who research in their classrooms, investigate learning with their learners develop motivation and passion to want to learn. This has become a core belief in the design of curriculum and other theorists have further developed this based on his research.
His theory
He believed that curriculum is not a physical thing but rather the interaction of teachers, students and knowledge.
Lawrence Stenhouse
1926 - 1982
A British Educational Theorist, known for reshaping the curriculum.
I believe there is a tendency, recurrent enough to suggest that it may be endemic in the approach, for academics in education to use the objectives model as a stick with which to beat teachers. 'What are your objectives?' is more often asked in a tone of challenge than one of interested and helpful inquiry. The demand for objectives is a demand for justification rather than a description of ends... It is not about curriculum design, but rather an expression of irritation in the problems of accountability in education.
(Stenhouse 1974:77)
Most famously, he defined curricumum tentatively:
He believed:
Curriculum design wasn't about setting behavioural objectives and defining the aims or outcomes of learning but more about the journey of learning and how the learning takes place. This being of more value to the educational encounter, placing more emphasis on independant and individual learning and research.
Stenhouse believed that curriculum could be likened to a receipe, where ingredients could be added according to taste and requirements.
'A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice'.