Instruction, Curriculum and Society: Iterations Based on the Ideas of William Doll

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dc.contributor.authorVARBELOW, Sonja
dc.date.accessioned2022-03-22T08:13:14Z
dc.date.available2022-03-22T08:13:14Z
dc.date.issued2012
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis paper explores the relationship between society and school from the point of view of chaos theory with the purpose to understand the deficiencies in teacher education programs and to offer suggestions for their improvement. Based on the ideas of the postmodern curriculum theorist William Doll, it examines the paradigm shifts of world views from pre-modern to post-modern times and their implications for education. The methodology is theoretical analysis. The findings will show that classrooms are fractal in nature and reflect the society of which they are a part. Therefore, it is necessary to understand that the function of school goes beyond passing generations along or changing society. Today’s schools must bridge the gap between a modernist education system and a post-modern, globalized knowledge society. The paper concludes with examples that use those findings to improve the praxis of pre-service teacher education.en_US
dc.identifier.citationVarbelow, S. (2011). Instruction, Curriculum and Society: Iterations Based on the Ideas of William Doll . International Journal of Instruction , 5 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5140/70045en_US
dc.identifier.urihttps://hdl.handle.net/11616/56858
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleInstruction, Curriculum and Society: Iterations Based on the Ideas of William Dollen_US
dc.typeArticleen_US

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