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Curriculum Studies Guidebooks

Volume 2- Concepts and Theoretical Frameworks


Marla B. Morris

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in education; narrative inquiry in education; and qualitative studies in education.


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Chapter 2: Aesthetic curriculum concepts


· 2 · aesthetic curriculum concepts Introduction This chapter begins with a general and brief introduction to aesthetics and its relation to curriculum studies. I will discuss such art forms as music, dance, reader’s theater, the visual arts, and drama. Aesthetics and these various art forms raise psychoanalytic, philosophical, postmodern, posthuman, and po- litical questions. My aim in this chapter is to explore these questions in their relation to curriculum studies. What Is Aesthetics? Boyd White (2009) points out that according to Andrew Irving’s “review of Schneider and Wright’s (2006) Contemporary Art and Anthropology”: Aishitikos is the ancient Greek word for that which is “perceptive by feeling” and as Susan Buck-Moss (1992) suggests, the original semantic field of aesthetics was not art but reality—or rather a corporeality: a discourse of the body or form of knowledge whereby taste, touch, hearing, seeing and smell are the means by which we come to know and understand the world. (p. 3). 12 curriculum studies guidebooks, volume 2 Aesthetics originally was not about art but about perception and living in the everyday world. The Greeks were interested in living aesthetically by paying attention to the way in which the world was experienced through the senses. Interestingly enough this position dovetails with Dewey (2005) as he too be- lieved that aesthetic living meant living well in the everyday. Likewise, Mark Johnson (2007) writes about aesthetics as it has to do with living well in the everyday world. Boyd White points out, A contemporary understanding of aesthetics...

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